从外语教学法角度浅析外语学习

本文中，笔者从英语的可教性角度分析为什么很多人学习不好外语，是因为我们太健忘了，还是在教学方法上有些问题。其实，教学相长，二者互相促进，互相影响，缺一不可，不可偏废。本文主要从教学方法上予以探讨，不足之处，还望指正。

(SLA)' " "(，1984)10 .也就是说语言习得取决于内外因素。但是大量的教学实践表明，学习者通过有效的教学对策来提高语言习得的过程。为了找到无效教学和相关策略的原因，本文根据教学能力假设进行了分析。

2.影响语言学习的因素

外部和内部行为者就像两个一个硬币一样，他们在语言学习中相互影响。外部因素通常可以分为心理因素和社会因素，而内部因素包括个人素质、生物能力、动机、教育等。外语学习者的外部因素的影响会受到语言学习能力的限制。语言学习者的成功与否取决于学习策略。在经济上，如果学习者在语言学习上有所作为，那么教学将是无效的。当学习者停止学习所需的语言结构时，内部的行为会在学习过程中起到重要的控制作用，而机器只会促进学习过程和外部的行为适当而及时地输出这些材料。

3舞台语言获取的重要性

皮内曼(1998)也通过形式化构造预测了这种情况Inx，x 1，x 2，x 3……x n。有efformforestagesinlanguagestationdevelopment。每个阶段都需要reflectionthelanguageleveloflorsand(仅适用于语言)的综合信息配置到阶段的学习器。

此外，成功获取的结构会失败，除非学习者学习到的结构超过了前一阶段。换句话说，教师必须了解每个学生的2级和阶段，并给出一些适当的说明或反馈。因为语言学习者的发展代表了不同类型的语言和战略发展的可能因素。由于可教性假设也保持了学习者要求关键决定因素的意愿，因此学生可以在不同的话语和环境中获得教师定义的第二语言。

四查找

4.1Learner-centeredness

Constructinglearner-centeredclassroomwillundoubtedlyassistteacherstounderstandhowtoteach.AsNunan(2002)indicates,humanismandexperientiallearningapproacheshavecontributedtotheemergenceofsomeofthemostcrucialandinfluentialideasinlanguageteachingcomprisingcommunicativelanguageteaching,task-basedlanguageteaching,negotiatedcurriculaandlearner-centeredinstruction.Inlearner-centeredinstruction,theteacher’sroleshiftsfromproviderofinformationtothefacilitatorofthelearningprocessthroughvariousmethodsofteaching(BlumbergP,2008).However,L2teachingfacesaseriesofabnormalphenomena,suchas“consumingbutlowefficiency”,“muteEnglish”,or“highgradesbutlowcompetency”.TheL2learningisalowandlaboriousprocess.Teachersprefertoconstructateacher-centeredclassroomandimpartlanguageknowledgesuchaslexicology,grammar,syntaxandsoforth,butnottheculturalbackgroundofEnglish-speakingcountriestostudents,andneglecttrainstudents’languageskillsandcommunicativeabilities.Studentsareinpassiveacceptancecondition.

TeachersdonottakeintoconsiderationthestageoflanguageacquisitionforstudentsandconstantlyinputEnglishknowledge.Theopportunitiesofreadingandlisteningpracticesaremorethanwritingandspeaking.Ontheotherhand,studentslackthelanguageexposuretointeraction,outputandfeedbackfromteachers.Thesefeaturesaretypicalteacher-centered,butnotlearner-centered.Knoch(2014)makesastudywhetherthewritingofundergraduateESLstudentsdevelopafteroneyearinanEnglish-mediumuniversity.Thisstudyhasshownthestudentsperceivethelackofcorrectivefeedbackasasignthattheyneedtoimprove.Namely,fromapsycholinguisticperspective,thecorrectivefeedbackisanindispensablemethodwhichcanbeusefulforlearnerstounderstandtheadequacyandaccuracyduringlanguagelearningprocess.

4.2Learning-Centeredness

BasedonTeachabilityHypothesis,thelearning-centeredapproachtoL2focusesonthestudentlearningprocesses.Teacherscanapplyinmanycommunicative-driventeachingpracticesandseektoengagelearnersinmeaningfulinteractionthroughcommunicativeorproblem-solvingactivitiesinclassroom(Kumaravadivelu,2006;RichardsJCRodgersT,2001).

AsGreen,Christopher,andLam(1997)alsoputit,teacherscanmanipulatethelearner-centeredinstructionbyapplyingactivitiesfoundedintermsofteachabilityhypothesistodevelophigher-orderthinkingskillsaswellandencouragestudentstobecomeincreasinglyindependentandself-directedintheirlearning.Teachersplayascaffoldroleinlanguageinstructionprocessanddonotgiveanundueinstructionthatitcanhaveanegativeimpactonthelearners.Inotherwords,teachersneedtounderstandthelearningdevelopmentstageswhichareinvaluableknowledgehowtolearnlanguageandgearmaterialstothelevelsoflearnerswhentheyarebetterequippedtoacceptnewlanguagepatternsintotheirinterlanguage.

4.3Focusingonlearners’taskmotivation

Thetaskmotivationconnectswithtask-basedlanguageteaching.Differentstudentshavedifferenttaskmotivation.Ifteachersneglectthesephenomena,teachingpracticeswouldbeineffective.Firstly,itisagreedthatteachersshouldbecomefamiliarwithstudents’taskmotivationandsetareasonablesyllabusandassessmentmethod.Secondly,teachersneedtoinspirestudents’interestsandinnerinitiativesinlearning,createapsychologicalenvironmentforlearners,adopttheheuristicmethodtotrainstudents’creativeandself-studycompetence.Thirdly,teacherscouldhelpstudentstobecomeconsciousofthepurposeoflearninglanguage.Mothertongueacquisitionisanunconsciousandnon-utilitarianprocessinnaturalenvironment.AsCameron(2001)comments,“…Iftheyarenotunderstanding,theycannotbelearning.”Learnersgraduallymastertheirmothertonguefrominfancybysignlanguageandrepetitionpracticeincontextualenvironment.Secondlanguageacquisitionisalsolikethisprocess.Coercionmemoryoracquisitioniseasytomakeusforgetandbecausedtoteachineffectively.Moreeffectivelearnersseelanguageasatoolforcommunicatingratherthanasasubjectonthecurriculumtobemasteredforexaminationsuccess.Whilemoreeffectivelearnersseemtobeabletodevelopactivelearningstrategiesforthemselves,lesseffectivelearnersneedhelp.

5Conclusions

Basedontheabovediscussion,itisabletoprovidethefollowingconclusionstosolvetheproblemofineffectivelanguagelearningprocessaccordingTeachabilityHypothesis.

1.Successfulteachingrequirestheanalysisoflanguagelearningstagesforlearnersandconsidersexternalandinternalfactors，gearsteachinglessontothelevelsofstudents.

2.Constructinglearner-centerednessandlearning-centerednessisimportantforteachersandlearnerstorealizetheirdifferentorientation.

3.Inspiringtheinterestsandinitiativescanpromotetheefficiencyoflearners.

4.Repetitionoutputpracticeinlanguageacquisitionisaneffectivemethodtopreventforgettingtoofast.

REFERENCES

Bloomberg,P.(2008).Developi