Classroom Instruction and Sla.pdf

1、大連外國(guó)語學(xué)院碩士學(xué)位論文CLASSROOM INSTRUCTION AND SLA姓名：CAO FANG申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：@指導(dǎo)教師：@200206013 Although children have acquired their first language before they are five, it does not follow that they can achieve higher linguistic leve

2、l without any classroom instruction. In addition, adults prove to succeed more or less in learning a second language through classroom instruction. Thirdly, the contrastive analysis between instructed learning and natur

3、alistic learning also lend itself to this thesis. For example, the research on the ‘Teachability Hypothesis’ indicates that items will be successfully taught when learners are psychologically ‘ready’ to learn them. There

4、 are even studies showing that classroom instruction works better than naturalistic learning on the adults in the aspect of accuracy of production. Finally, according to the Interface Hypothesis, learners’ knowledge cons

5、ists of ‘a(chǎn)cquired system’ and ‘learned system’, but the two systems don’t function separately, instead, there is ‘cross-over’ between them so that ‘learned’ knowledge can become ‘a(chǎn)cquired’. It convincingly explains that

6、at least in some cases classroom instruction produces better results than naturalistic learning does by supplying the learners with conscious rules and by providing practices to enable them to convert this conscious, ‘co

7、ntrolled’ knowledge into ‘a(chǎn)utomatic’ knowledge. Thus, the hypothesis gives us further explanation that classroom instruction is indeed of value to SLA. In short, all the hypothesis and theories mentioned above forcibly i