【作者】 王建华；

【导师】 舒白梅；

【作者基本信息】 华中师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 本文的框架性观点是：在语言教学中我们打交道的四个主要概念为语言，学习，学习者和教师。因此笔者尝试着逐一回答这四个根本问题：什么叫语言?如何理解语言学习?一些重要的学习者因素是如何影响学习结果的?如何看待语言教学? 语言教学需要教者和学习者对语言的本质有个具体的理解。这是他们教好和学好的先决条件。因此，笔者在正文的一开始就尽可能地列举一些语言的概念，期待能归纳出其内在的特性。特别从心理角度去洞悉这个关键概念。 通过探索学习的实质与过程，我们可以发现我们教学方法方面的不足。以往，教学方法过分孤立地强调策略和技巧，过分注意教学程序，甚至不惜牺牲教学目标和内容为代价。通过本章节，作者将教育心理学和语言教学进行了有机结合。这样一来，语言教师对教什么、学习者有什么心理困惑以及采取何种科学对策促进语言发展，心中一目了然。文中将涉及一些重要的概念一语言诧异与文化诧异。 语言习得者是，也应该是语言教学中的中心人物和永恒话题。儿童与成年人作为学习者的异同通常被忽略，更不用说引入情感学习。随之，作者从年龄、语言天赋及其他认知因素、情感与个性因素三个方面来阐述语言习得者的不同成就。 所谓语言教学，必然蕴涵着对教师和教学本质的理解。所以，首要的是弄清教师被赋予了什么职责和功能。然后，我们将明白为什么教育必须以人为本。毫无疑问，教材和教室—这些教学活动的载体将必然会被涉及，还有课堂管理模式。 本文还将探讨外语教学和第二语言学习心理过程的关系问题，以便得出 一些总的结论用于指导教师的实践。其结论不言而喻：有效的教学不在于昂 贵的设备和奇异的方法，而在于充分地调动教室内的主体一学生与教师的潜 能。 而且，这四个概念全都主要从心理角度加以探讨。以此观之，我们将对 外语的教与学了解的更透彻。我们将在脑海中有一幅清晰的图画，并能在上 面找到自己的方位。这样一来，无论是对作者本人还是其他读者都不啻为一 个行动准则，并了结那些长久以来的困惑与失败。 更加具有现实意义的是，近几年，人们关注的中心已经落到通过观察实 践设计出的与语言和语言学习的本质相吻合的课堂活动中来。故从心理的角 度去探讨语言和语言学习无疑是一个正确的方向。笔者并无意将自己的理解 与建议强加于人，只愿本人的研究与观察被看作是又一个有价值的思路。更多还原

【Abstract】 The point of view represented by the framework of this paper is that in language teaching we have to operate with four primary concepts: language, learning, learner and teacher. The author then attempts to answer these four fundamental questions successively: What do we mean by language? How do we understand language learning? How do some vital learner factors impact on learning outcomes? How do we interpret language teaching?Language teaching requires learners as well as facilitators to have a concrete concept of the nature of language. This is the prerequisite for their good performance. Accordingly, the present writer chooses to list as many definitions of language as possible at the beginning of the main body, in order to arrive at their fundamental underlying properties. Adequate emphasis is laid on the understanding of the key concept from the angle of psychology.Through researching into the nature of learning and the process of it, we can detect our deficiencies in terms of teaching methods. In the past, teaching methods overemphasized isolated strategies or even certain techniques, and paid too much attention to teaching procedures at the expense of educational objectives and content from the standpoint of language learners. By means of this section of the thesis, the author achieves a perfect combination of educational psychology with language learning. In this way, language instructors will have a clear picture of what to teach in language class, what problems the students are facing with psychologically, and how to promote their language development scientifically. Some important conceptions, such as language shock and culture shock are to beIvMAS.ER S THESISintroduced there.Language learner is or should be the central figure and eternal topic in any language learning and teaching practice. However, the likenesses and differences of adults and children as second language learners are frequently ignored, let alone the introduction of affective learning. To move on, the writer takes up the central issue of language learning mainly from three aspects: the age, language aptitude and other cognitive factors, affective and personality factors. A view of the learners will illustrate their different attainments.Language teaching implies a viewpoint of the language teacher and language teaching. The first important thing is to clarii~ what role and function are assigned to the teacher and the classroom. It will help in establishing the notion of human-based education. Without question, the media for which teachers conduct the teaching process -course materials and classroom, and the classroom management are to be touched upon.The present paper also examines the relationship between classroom SLA and what is know about the psychological process of second language acquisition, drawing general conclusions about its ’implications’, where some suggestions are made concerning what or how teachers should teach. The author concludes that effective language teaching lies not so much in expensive equipment, or exotic new methods, but rather by utilizing fully the resources of the teacher and learner in the classroom.What’s more, these four concepts are all interpreted mainly from the angle of psychology. Doing this systematically, it is hoped that we will end in understanding language learning and teaching better. A clear mental ’map’ willV~-~-~4AS~ERS THESIStake shape and it will enable us to locate our own position on it. In this way, it will serve me and other potential readers as a guide to action and help in overcoming some of long existed frustrations and failures as facilitators as well as learners.More realistically, the focus in recent years has been on the development of classroom tasks and activities which are hannonious with what we know about the nature of language and learning as well as the observations through empirical research. Psychological interpretation of language and language learning from the angle of lang更多还原