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1、外语学习理论与外语学习者研究LanguageLearningTheoryandLanguageLearnerStudy外语学习论：20世纪80年代Z前，人们研究“Teaching",Z后转向了“Leaning”。影响最大的学科有以下四个：心理学、哲学、语言学、环境学。1)心理学的影响：行为主义心理学(Behavourism)/认知心理学(Cognitivism)2)哲学的影响：经典人文主义(ClassicalHumanism)/重建主义(Restructionism)3)语言学的影响：三种母语习得理论(强化论■又称刺激反应论)(ReinforcementT)/内在论(InnateT)
2、又称先天论/相互作用论(InteractionTheory))＞四种二语习得理论(屮介语理论(Interlanguage)/文化移入说(Acculturation.Model)—bySchunman(舒曼)/渐进体系说(ApproximativeSystem)/输入说(InputTheory)S.D.Krashen(克拉申))4)环境学的影响：关键期假说(Criticalperiod)Learner-centredPrincipleMLearnercenteredMistheperspectivethatcouplesafocusonindividuallearners-theirh
3、eredity,experiences,perspectives,backgrounds,talents,interests,capacities,andneeds-withafocusonleaning-thebestavailableknowledgeaboutlearningandhowitoccursandaboutteachingpracticesthataremosteffectiveinpromotingthehighestlevelsofmotivation,learning,andachievementforalllearne「s・Thisdualfocusthen
4、informsanddriveseducationaldecisionmaking.Learner-centeredisareflectioninpracticeoftheLearner-CenteredPsychologicalPrinciples-intheprograms,practices,policies,andpeoplethatsupportlearningforall.外语学习者研究：二语习得一学习过程；学习者差异；学习者语言(屮介语)学习过程(learningprocess)研究：■第一语言影响(Tnrnsfer)■泛化(Generalization)■简化(Sim
5、plification)-模仿(Imitation)■显性知识和隐性知识的作用，有意识和无意识的学习过程■习得顺序(Sequences&phasesofL2development)学习者差异(IndividualDifferences)研究：-能力(智力Intelligence＞语言学能LanguageAptitude)■习性(学习风格、学习动机、人格、乐于交际程度)■认知(学习信念(learnerbelief)白我认同(self-identity))■行为(学习策略learningstrategies影响因素:动机motivationx学习的不同阶段、人格personality学习
6、风格learningstyle学习条件、年龄age、文化culture背景等)(参见高一虫〔、刘润请、吴一安等人的研究)■情感(兴趣、白尊selfesteem＞焦虑anxiety)TransferandNegativeTransfer迁移与负迁移Interference干扰Overgeneralization过度概括-目标语言系统过分法则化IndividualDifferences:Horwitz(2000a),definedas,"Thetermsgoodandbad,intelligentanddull,motivatedandunmotivatedhavegivenwaytoa
7、myriadofnewtermssuchasintegrativelyandinstrumentallymotivated,anxiousandcomfortable,fieldindependcntandfieldsensitive,auditoryandvisual"IndividualDifferenceFactors:InTable21.2thesearegroupedaccordingtowhethertheyconstitute''abilit
