英语论文网

y to use language is the result of much subconscious process. They have not consciously set out to learn a language. It happens as a result of the input they receive and the experience that accompanies this input. Much foreign language teaching, on the other hand, seems to concentrate on getting the adult student to consciously learn items of language in isolation. Krashen argues that it is the system of language that we acquire by natural process that underlines our ability to communicate. The system, which we consciously learn, plays only a subordinate role: it enables us to `monitor' what we produce and increase its accuracy. The practical implication that Krashen draws from this is that language teachers should devote most of the available classroom time to creating situations in which natural acquisition can take place. In other words, language teachers should focus on creating situations in which the learners can use the language for communication. For Krashen, acquisition and learning are two completely different systems that are not linked. This means that items which have been learnt consciously cannot pass into the acquired system. This idea raised a lot of objection and criticism. As Rivers (1980) has pointed out, "there is little evidence in other areas of psychology to support the idea of two learning systems existing as totally separate." and "Consciousness is an elusive phenomenon which cannot be measured obj ectively and exists in varying degrees rather than completely or not at a11" (in Littlewood, 1992: 64). Jeremy Harmer (1992: 38) says "it will be almost impossible to say whether someone has learnt or acquired a certain piece of language." "Neither does it make sense that learnt language cannot become part of the acquired language store as Krashen seems to suggest. It is clear that language that has been leant does `sink in' at some stage." Many people feel confident that they often apply conscious as well as unconscious knowledge to the task of communicating through another language脚vers, 1980; Greggs 1984). Learnt language, which is practiced, does seem to become part of the acquired store. By freer practice activities such as communicative activities, consciously learnt language will transfer to the acquired store (Harmer 1992: 38). Therefore, Krashen's account is frequently adapted to allow for links of some kind between the two systems, such that items which have been learnt consciously can later enter into the acquired system as a result of practice. From here, together with items that have been acquired through natural communication, they can become available for spontaneous communication. Perhaps the most important fact that is hilighted by second language research is that progress dose not only occurs when people make conscious efforts to learn. Progress also occurs as a result of spontaneous, subconscious mechanism, which are activated when learners are involved in communication with the second language (Littlewood, 1981:91). The implications for language teach}g are far-reaching. In the majority of ,traditional language-teaching activities the conscious element is strong. We specify dialogues to be learnt, structures to be practiced. The subconscious element demands a new range of activities, where learners are focused not on the language itself, but on the communication of meanings. In these conditions, linguistic competence can develop throu