殷梅珍

摘要：這篇論文主要討論的是第二語(yǔ)言習(xí)得的觀點(diǎn)和理論。首先，簡(jiǎn)單介紹了第二語(yǔ)言習(xí)得的現(xiàn)狀，然后列舉了第二語(yǔ)言習(xí)得的一些理論，并就如何發(fā)展第二語(yǔ)言習(xí)得，作者給出了一些觀點(diǎn)。作者希望對(duì)第二語(yǔ)言習(xí)得的發(fā)展能起到一定的參考性和提出有建設(shè)性的意見(jiàn)。

關(guān)鍵詞：第二語(yǔ)言習(xí)得;理論;觀點(diǎn)

At first， it briefly introduces the current situation of the second language acquisition and then lists some theories of the second language acquisition and then gives the writers opinions on how to develop the second language acquisition . The writer hopes to provide a little reference and suggestions for the second language acquisition.

Key words： second language acquisition， theories， opinions

1.0 Introduction

It is well known that English is a widely used language. In the globalized world today， it has become a bridge to the world. Its important to learn English well， so holding the methods and theories of the second language acquisition is critical. In these following paragraphs， the writer lists some opinions and theories of the second language acquisition.

2.0 Theories of the Second Language Acquisition

The second language acquisition theory was put forward by American applied linguist krashen who believed that language acquisition is different from language learning. Language learning means consciously acquiring knowledge and knowing what you want to learn and then to learn more. However， the process of language acquisition is different. In language acquisition， learning strategies are subordinate to"learners activities that devote to improve target language ability”. Students mastery the learning strategies is not only about mastering learning methods or skills， but also about how they apply these methods and how they regulate and manage their learning behaviors.

3.0 The Current Situation of the Second Language Acquisition

It is well known that English has became a widely used language. However， there are some problems in the process of second language acquisition. For example， after learning English， students still dare not communicate with foreigners in English， because primary schools， high schools， universities and schools rarely cultivate students communicative ability. Because students dont have enough time and chance to practice their oral speaking， they have difficulties to speak English.

Usually in the English class， teachers would like to use Grammar-Translation Method. This method pay much attention to reading and writing， but it is also easy to see that the disadvantages of this method are obvious. On the one hand， it is rigid. When using this method， they lack vitality and innovation. On the other hand， there was no emphasis on speaking and listening comprehension. In spite of all of these drawbacks， the Grammar-Translation Method is still a widely used method all over the world， because it can develop students abilities of reading and writing.

In addition， many students and teachers dont have pure purpose to learn English. They just care about their test scores instead of communicative skills.In addition， teachers pay more attention to students mastery of vocabulary and grammar， but neglect to apply what they have learned. Students learning English should not only focus on the test results，but also they should pay attention to its use.

4.0 The Writers Opinions of the Second Language Learning

There are individual differences in second language learning. We know that some people learn languages more quickly than others. Even in first language acquisition， the rate of development varies widely. As we all know， the ability of student in the learning of English are different， so in class teachers should create diversified teaching forms to stimulate students interest and enable them to initially communicate with teachers and students.

Usually， we think that positive motivation is good for learning. When people have positive motivation， they are more willing to think and participate actively. From the research on English teaching， we can see that learning strategies are various actions and steps taken by students to promote their language learning. The use of learning strategies is a kind of learning behavior that students adopt to regulate and manage their own learning process in language learning and application. It is crucial for contemporary students to develop their ability to use learning strategies. Learning strategies are an important part of English curriculum content. Cultivating students learning strategies is conducive to improving students learning ability， so teachers should be highly qualified. In addition， students can learn the application of various learning strategies by the form of lectures or classroom lectures， and learn a series of theoretical knowledge of learning strategies by teachers or experts.

References：

[1] 黃旭《學(xué)習(xí)策略的性質(zhì)、結(jié)構(gòu)與特點(diǎn)》.華東師范大學(xué)學(xué)報(bào)，1990.

[2]錢玉蓮，《第二語(yǔ)言學(xué)習(xí)策略論析》.南京師大學(xué)報(bào)，2006.9.

[3]趙曉紅，《第二語(yǔ)言習(xí)得理論對(duì)我國(guó)英語(yǔ)教學(xué)產(chǎn)生的影響》，雌坊學(xué)院學(xué)報(bào)，第二卷第三期.