书籍介绍
This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory. -- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include. -- Concludes that language acquisition occurs best when language is used for the purpose for which it was communication.
AI导读
核心看点
- 提出可理解性输入i+1理论
- 强调情感过滤低下的学习环境
- 区分语言习得与有意识学习
适合谁读
- 寻求高效外语学习法的人
- 英语教师及二语习得研究者
- 对语言学理论感兴趣的读者
读前提醒
- 需具备一定英文阅读基础
- 理论性强，建议结合实践
- 无需死磕语法细节，重理念
读者共识
- 颠覆传统填鸭式教学模式
- 多读多听兴趣材料最有效
- 被读者誉为改变学习的神书
本导读基于书籍简介、目录、原文摘录、短评和书评生成，不等同于全文精读。
精彩摘录
- "The solution to our problems in language teaching lies not in expensive equipment, exotic methods, sophisticated linguistic analyses, or new laboratories, but in full utilization of what we already have, speakers of the languages using them for real communication. I will also conclude that the best "
- "What current theory implies, quite simply, is that language acquisition, first or second, occurs only when comprehension of real messages occurs, and when the acquirer is not "on the defensive", to use Stevick's apt phrase. Language acquisition does not require extensive use of conscious grammatical"
- "The "best methods" according to comparative research studies (comparing methods A and B, as described earlier) appear to be "input methods", those methods that focus on supplying comprehensible input in pressure-free situations."
- "In workshops and mini-conferences, we no longer see presentations on fine points of grammar, or on types of substitution drill. "Ideas that work" are ideas about role-playing, using the newspaper as a teaching aid, socio-drama, etc. Moreover, newer methodology has, as a primary goal, the lowering of"
- "(i) Monitor Over-users. These are people who attempt to Monitor all the time, performers who are constantly checking their output with their conscious knowledge of the second language. As a result, such performers may speak hesitantly, often self-correct in the middle of utterances, and are so conce"
- "(ii) Monitor under-users. These are performers who have not learned, or if they have learned, prefer not to use their conscious knowledge, even when conditions allow it. Underusers are typically uninfluenced by error correction, can self-correct only by using a "feel" for correctness (e.g. "it sound"
- "(iii) The optimal Monitor user. Our pedagogical goal is to produce optimal users, performers who use the Monitor when it is appropriate and when it does not interfere with communication. Many optimal users will not use grammar in ordinary conversation, where it might interfere. (Some very skilled pe"
- "I am not asking practitioners or materials developers to follow all of the implications of theory blindly. My hope is only that our results will be considered as another source of ideas and input to methods and materials, in partnership with conclusions reached by practitioners themselves from their"
用户评论
Not so relevant
Effective input for language acquisition should be comprehensible, interesting/relevant, not grammatically sequenced, in a large quantity and received at a low affective filter level.
一本非常专业的语言学著作，对于外语学习者来说，里面的几个语言学习假说都非常有启发。比如i+1可理解性输入、情感过滤，另外还有学得和习得的区别。在这个基础上可以摸索出一套适合自己的语言学习方法。
我以为是2000年左右的书。80年代的理论真是先进。
重视input遍地grammar的论点的确让人印象深刻
google scholar引用也很多，但毕竟是40年前提出的理论，也许有新的理论和研究。非二语教学研究者，暂不深究。
我的浅见是日常交流可以通过comprehensive input潜意识地加强，深入到appreciation和precise 表达就需要有意识地训练了
原版还是要继续读，美剧还是要继续看。。
二语习得神作，真的是改变外语学习的书！
多听多读有趣的可理解输入（i+1）！
这才叫真！爽！文！一口气看完~ @2021-03-20 10:15:58
神书。继刻意练习之后我的第二本神书。
2年前我偶然间刷到一个座机画质的krashen演讲。讲到习得语言的唯一方法是comprehensible iput。唯一方法。逻辑非常严谨。
阅读是极好的输入方法。
同时这个结论也是颠覆性的：我所经历的中学和大学教育的完形填空题，阅读理解题，选择题，老师上课讲的各种词组，全是无效或者低效练习。
这本书就是那个视频的完整版。
确实很学术！需要根据自己目的寻找有用信息。
* Looking for comprehensive materials (low filter level) 也就是说练习素材不要分少儿版，进阶版，就按照最真实日常的语料来
* Off the defensive, 这我也想明白了，觉得学生不一定会的问题就别问他了（更何况是觉得他一定不会的）咱也是做学生的，这感受咱也懂！（但是每个老师都会有点提问欲，给自己找点存在感？）
* Materials / topics should be relevant and interesting
* Not grammatically sequenced 先理解意思，再教语法
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