AbstractIn the age of globalization, every inpidual is unprecedentedly given a variety of opportunities tocommunicate with foreigners, rendering second language acquisition (SLA) a vital factor in thisprocess. In most of academic studies on SLA in the past several decades, emphasis was mainly puton children’s SLA in that it was believed that young learners were prone to learn a second language.However, nowadays, adults’ SLA is attracting more and more attention because of the distinctivecharacteristics of the adults.In the studies of SLA, a distinction is made between acquisition and learning by Krashen (1981,1982) in his Input Hypothesis. Acquisition is seen as a subconscious process in which the learnersare using language for communication, while learning, on the contrary, is a conscious process inwhich learners pay attention to understanding and memorizing the language rules.(c.f. ChengXinhua, 2008:128 ) In this paper, I will compare and illustrate the differences between adults’ SLAand children’s SLA, and then resort to Krashen’s Input Hypothesis Model to analysize the learningprocess and acquisition process of adults’ SLA respectively, trying to propose a new teaching modelfor adults’ SLA in the hope of making adults’ advantages to the full and improve the effectivenessof adults’ SLA.The paper falls into six parts. The first part serves as an introduction. The second part is taken as theliterature review, focusing on the study related to my study. The third part aims at probing into thecurrent situation of adults’ SLA in China and discussing the differences between adults’ SLA andchildren’s SLA. The fourth part exploits the Input Hypothesis Model proposed by Krashen and putsforward a new language teaching model catering for adults. The fifth part shows a reflection onboth advantages and disadvantages of the new model. The sixth part functions as a conclusion.57143
KeyWords: adults’ SLA, Input Hypothesis, acquisition, learning, language teaching model
摘要在当今一个全球化时代，每一个个体都被前所未有的享有和外国人交流的机会，这使得二语习得在这一过程中扮演了重要的角色。在过去的研究中，儿童的二语习得受到了更多的重视，因为儿童被认为更易于学习另一门语言。而如今，由于成人本身所具有的特性，成人的二语习得正在吸引越来越多的注意力。在二语习得研究中，克拉申（1981,1982）区分了“习得”和“学得”这两个概念。在其提出的输入性假说中，习得被视为一种学习者使用语言进行交流的潜意识的过程。而相反的，学得则是学习者理解和记忆语言规则的有意识的过程。本论文将比较和说明成人与儿童二语习得的区别，依据克拉申的输入性假说，分别分析成人二语习得过程中的习得过程和学得过程，并且尝试提出适合成人的二语习得教学新模式，这种模式将能充分利用成人的优势，提高成人二语习得的效率。本论文将分为六大部分。第一部分作为介绍。第二部分作为文献综述，聚焦于与我研究相关的文献资料。第三部分致力于探讨中国成人二语习得的现状，以及讨论成人以及儿童二语习得的差别。第四部分将研究由克拉申提出的输入性假说，并以此提出适合成人的二语教学新模式。第五部分则将反思新模式的优缺点。第六部分则是总结。
毕业论文关键词：成人二语习得，输入性假说，习得，学的，语言教学模式
CONTENTS
Acknowledgments.i
Abstract. ii
摘要.. iii
1 Introduction....1
2 Literatue Review5
3 Adults’ Second Language Acquisition .9
3.1 Current Situation of Adults’ SLA in China.....9
3.2 Difference between Adults’ SLA and Children’s SLA...11
4Adults’ SLA Guided by Kranshen’s Input Hypothesis Model15 从克拉申二语习得理论探讨成人二语习得中的有意识和无意识认知过程:http://www.youerw.com/yingyu/lunwen_61730.html