浅析二语习得中的僵化现象及初步解决对策

论文编号:YY693  论文字数:6263.页数:23  附任务书，开题报告，文献综述

摘    要
 本文首先试图在国内外语言学家研究的基础上，并且借助神经语言学，心理语言学，认知语言学，以及第二语言习得的相关理论，结合对非英语专业学生的英语口语调查，观察问卷、调查等实证调查从语音、词汇和语用层面并结合问卷调查的结果来分析受试者的口语僵化产生的原因，更进一步分析母语在英语学习过程中所产生僵化现象的内因和外因，研究年龄、语言心理机制、认知情感以及认知模式对僵化的具体影响以及正负面作用，找出英语学习者运用科学的学习策略，尽可能的摆脱这种僵化现象，取得二语习得的成功，并且还需要教师从各个侧面给予正确有效的指导，实现双赢，真正从本质上减轻语言僵化现象对语言学习者造成的困扰。
 
 关键词：实证；二语习得；僵化

ABSTRACT
 This article ,on the basis of researches done by many linguists from both home and abroad, takes full advantage of many theories , such as neural linguistic theory, psycholinguistic theory, cognitive linguistic theory as well as the related theories of second language acquisition. The research combines with English surveys done among non-English-major students about their voice, vocabulary and language level. The paper first analyzes the reasons causing the language fossilization. It further deals with the internal and external causes of language fossilization in the process of learning, and studies the specific effects of the age, language, psychological mechanisms, cognitive affective and cognitive mode as well as their positive and negative roles, thus finding out the scientific learning strategies to get rid of the rigid phenomenon as much as possible. It is also necessary for teachers to give correct and effective guidance from different perspectives to achieve win-win effect, reducing the phenomenon of language rigidity.
 
Key words：empirical researches; second language acquisition; fossilization

Contents

1．Introduction 1
2. The basic theories of applied linguistics 3
 2.1 Phonetics 3
 2.2. Pragmatics 3
3. Questionnaire Survey 4
 3.1 Questions in the survey 4
 3.2 The construction of the investigation 5
4. The questionnaire’s preliminary finding 7
 4.1 The summary of the investigation 7
 4.2 The analysis of all data collected in the survey 8
5. The deeper analysis of the survey and solutions 10
 5.1 The inner factors and the corresponding solutions 10
 5.2 The external factors and the corresponding solutions 12
6. Conclusion 15
Acknowledgements 16
References 17

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