作为第二语言学英语(Learning-English-as-a-Second-Language)

LearningEnglishasaSecondLanguageBy—EmmaTalkingaboutSecondLanguageAcquisation(SLA),wemightaswelldistinguishitfromSecondLanguageLearning(SLL).The'acquiredsystem'andthe'learnedsystem'aretwomajorcomponentsoflanguagelearningprocess.The'acquiredsystem'or'acquisition'istheproductofasubconsciousprocessverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage-naturalcommunication-inwhichspeakersareconcentratednotintheformoftheirutterances,butinthecommunicativeact.The'learnedsystem'or'learning'istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledge'about'thelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen,anexpertinthefieldoflinguisticsspecializingintheoriesoflanguageacquisitionanddevelopment,'learning'islessimportantthan'acquisition'.FormostofusChinesestudents,however,we’vespentfewyearsin'learning'English,not'acquiring'English.Traditionally,languagepedagogyinChinahasmostlyemphasizedform-focusedinstruction.Learnerslearnwhattheyhavebeentaught—words,grammars,sentencepatternsandanythingthatteachersbelievetobeusefulincommunication.Contrarytotheconventionalwayofteaching,communicativelanguageteaching,basedontheassumptionthatlearnersdonotneedtobetaughtgrammartheycancommunicatebutwillacquireitnaturallyaspartoftheirlearningprocess,provestobemoreefficient.Underthismethod,studentscanactivelyinvolveinitandacquireEnglishasmushastheycan,whereasforthelearnersunderform-focusedpattern,toacquireEnglishwouldbetougher.Still,apartfromdiscussingacquiringalanguage,therearefourmajordimensions—languageaptitude,cognitivestyle,personalitytraitsandlearningstrategiesinlearningasecondlanguagewhendifferentindividualsareconcerned.Inthefollowingpassage,therefore,Iamgoingtotakemyselfasanexample.Fromtheperspectiveofthecognitivestyle,wherethereexistsfielddependenceandfieldindependence,Imightbecategorizedasthefielddependentone.Thecharacteristicsoffielddependentlanguagelearnersarethosewhoacceptthesecoondlanguageinformationexactlyasitispresentedbyteachers.Theydonottrytoanalyzeorthinkaboutitthemselvesandtheyareveryreliantonwhatothersthinkofthemanddependagreatdealonpositivefeedback.LookingbackmylearningexperienceofEnglishwhentakingtheabovefeaturesintoconsideration,Iamquitethepersonwhodependsonothers.IntheprimarystageofEnglishstudy,sayintheMiddleschooltime,IjustfollowedmyEnglishteacher,readingthetextbooks,recitingnewwordsandtakingexams.Actually,afteryearsoflearninglikethis,Ididgotahandsomescoreinalmosteveryexam.ButtheproblemisthatIcannotevenmakeacompletesentenceinanoralwaywhichjustreflectswhatHansenandStansfield’sexperimenthasfound.Theyconcludedthatfieldindependentlearnersweremoresuccessfulthanfielddependentones,bothintheirknowledgeofthelanguageandinusingittocommunication.Intermsofpersonalitytraits,whichmainlyconsistofintroversionandextroversion,I’msodelightedthatIamoneoftheextrovertedlanguagelearner.ExtrovertsaregenerallymoresociableandgregariousandarenorewillingtousetheL2intheclassandtoaskandanswerquestionswithoutworryingtoomuchaboutwhethertheymakemistakesorlookfoolish.Accordingtothefeaturesofextroverts,youmaythinkit’squitedifferentfromwhatIdescribedmyselfasafielddependentlearner.ButitistruewhenIwasinHighschool.IdidrealizedtheneccessityofactiveinvolvementinEnglishlearningsincelanguageisoriginallyforcommunication.Thus,IfrequentlywenttotheEnglishCornoreveryWednesdayandwouldstaythereforquitealongtimetotalkwithourforeignteachersothatIcouldputwhatI’velearnedintheclassroomintopractice.Overally,IwoulddoeverythingIcouldtopracticeEnglish,andnotasinglechancecouldbemissed.Bydoingthisforaboutyears,IfoundspeakingEnglishwasnolongeratoughworkformeandthe'tool'wasultimatelyfounditsownway.Havinganalyzingcognitivestyleandpersonalitytraits,whicharesaidtobethegeneralfactorsthataffecttherateandlevelofL2achievement,Imaydirectlyturntothelearningstrategies,theparticularapproachesortechniquesthatlearnersusetolearnanL2.Cognitive,metacognitiveandsocial/affectivestrategiesarethreemajortypesoflearningstrategies.AsanEnglishmajorstudent,Ishouldtryeverymeanstoapplythosestrategiestolearninginordertoachieveahigherlevel.DespiteoflearningthelanguageofEnglish,IrecentlyputtheabovemethodsinJapaneselearning.Untilnow,Ifinditquiteeffective.Tosummerize,LearnigEnglishasasecondlanguage,seeingfrommyexperience,isabsolutelynotaneasyprocess.Therightandeffcientmethodmayonlyshedalightonyouafteryears’struggle.Alwaysbearinmindthatthelearningroadstrechesendlessly,andweshouldneverbecontentedtowhatwetemporarilyachieved.Exploringshallbealwaysontheway.