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第二语言习得研究的许多时间和精力被用于研究对成功地学习一门新语言有影响的各类因素。我们可以简单地将这些因素划分为学生的内因和外因(如学能或智商与课堂用语或教学法);划分为学生的差异和学习环境的变化。区分的界限不一定明确,然而我们目前感兴趣的不是界限的划分而是这些因素的数目,种类及其对课堂的影响。例如,Pimsleur et al(1962)将智力、语言能力、音高的区别、语言学习和双
Much of the time and effort of SLA research is used to study various factors that influence the successful learning of a new language. We can simply categorize these factors into students’ internal and external causes (such as academic ability or IQ and classroom terminology or pedagogy); divide them into student differences and changes in the learning environment. The boundaries of differentiation are not always clear, but what we are currently interested in is not the division of boundaries but the number and type of these factors and their impact on the classroom. For example, Pimsleur et al. (1962) compared intelligence, language ability, pitch differences, language learning, and double