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1、LearningEnglishasaSecondLanguageBy—EmmaTalkingaboutSecondLanguageAcquisation(SLA),wemightaswelldistinguishitfromSecondLanguageLearning(SLL).The'acquiredsystem'andthe'learnedsystem'aretwomajorcomponentsoflanguagelearningprocess.The'acquiredsystem'or'acquis
2、ition'istheproductofasubconsciousprocessverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage-naturalcommunication-inwhichspeakersareconcentratednotintheformoftheirutterances,butinthecom
3、municativeact.The'learnedsystem'or'learning'istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledge'about'thelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen,anexpertinthefieldoflinguisticsspecializingin
4、theoriesoflanguageacquisitionanddevelopment,'learning'islessimportantthan'acquisition'.FormostofusChinesestudents,however,we’vespentfewyearsin'learning'English,not'acquiring'English.Traditionally,languagepedagogyinChinahasmostlyemphasizedform-focusedinstr
5、uction.Learnerslearnwhattheyhavebeentaught—words,grammars,sentencepatternsandanythingthatteachersbelievetobeusefulincommunication.Contrarytotheconventionalwayofteaching,communicativelanguageteaching,basedontheassumptionthatlearnersdonotneedtobetaughtgramm
6、artheycancommunicatebutwillacquireitnaturallyaspartoftheirlearningprocess,provestobemoreefficient.Underthismethod,studentscanactivelyinvolveinitandacquireEnglishasmushastheycan,whereasforthelearnersunderform-focusedpattern,toacquireEnglishwouldbetougher.S
7、till,apartfromdiscussingacquiringalanguage,therearefourmajordimensions—languageaptitude,cognitivestyle,personalitytraitsandlearningstrategiesinlearningasecondlanguagewhendifferentindividualsareconcerned.Inthefollowingpassage,therefore,Iamgoingtotakemyself
8、asanexample.Fromtheperspectiveofthecognitivestyle,wherethereexistsfielddependenceandfieldindependence,Imightbecategorizedasthefielddependentone.Thecharacteristicsoffielddependentlanguagelearnersarethosewhoacceptthes
