第二语言习得和外语学习
摘要
在这个互联网时代，人们之间的交往活动已远远超过本族语言所应用的范围。学习外语已成为进一步接受教育和求职的重要手段。
从历史上看，西方的外语教学可追溯到600年以前。在随后几个世纪中人们不断地对外语教学法进行探索和研究。19世纪80年代在法国和德国出现了直接法。直接法主张学习第二语言时应参考第一语言习得的经验。从此，出现了“第二语言”这个术语。美国加入第二次世界大战后，对于驻扎在国外的美国士兵来说，外语的口语技能十分必要，政府便求助于结构主义语言学家和行为主义语言学。他们创立的听说法在美国广泛采用了20年之久，并且流行于世界外语教学中。自此以后，语言学家对第二语言学习产生了兴趣并做了大量的研究，最终使得第二语言习得理论作为一门独立的学科于20世纪60年代末、70年代初形成。
从上述历史发展可以看出第二语言习得理论研究源于外语教学理论研究的发展，并且为教学理论研究服务。然而，早在它成为一门独立的学科之前，它的研究目标已经发生了变化。外语教学法理论的产生已经不是第二语言习得研究的直接产品，它的研究目标已经转向努力发现一个研究人们学习除了母语之外的另一种语言过程的通用理论。
现今国内外大多数的语言学家在他们的著作中毫无区别地使用“二语习得”和“外语学习”这两个术语表达同一个概念。然而，也不乏有人承认它们之间的区别。Krashen在他的监察模式中对语言的“习得”和“学习”进行了区分和阐述，并认为通过学习获得的语言知识不能转化为习得的语言知识，通过学习获得的语言知识是不能使用的。他的某些观点虽然有些极端并引起许多争议，但并非全无道理。Rod Ellis在《第二语言习得》一书中时而用“二语习得”，时而用“外语学习”来表达同一个概念，然而他又承认两者之间存在差异，并在他的著作中花了大量的篇幅研究这两种不同的学习方式。他不同意Krashen这种区分并拒绝接受Krashen为区分两种学习方法所提出的术语即“习得”和“学习”。然而，他声称这仍然是个值得研究的问题。
本文还简单介绍了其它一些接触过这个问题的语言学家，例如：Littlewood
和 Syolsks。中国的语言学家刘润清认为，第H语言是泛指获得第一语言之后学
会的一种语言。第二语言也可以进一步区分为外语和第二语言。
文章的第三章从各个不同角度论述了“第二语言习得”和“外语学习”的区
别。从语义学观点来看，许多词典对“第二语言”和“外语”的解释都是不同的。
从语用学角度来讲，第二语言在一定的地域内作为学校教育用语或社会交际用语
而发挥作用。外语则不具有教育用语和社会用语的功能。第二语言习得和外语学
习的所学内容和学习方式也不尽相同。学习者的第一语言对第二语言习得和外语
学习的影响程度也有所不同。学习者心理方面的不同更是一个不容忽视的因素。
影响语言学习和习得的重要因素有两个，即记忆和心理状态。本文引用了语言心
理学理论对这两点进行了充分的论证。
通过分析不难看出，“外语学习”和“第二语言习得”之间存在诸多差异。
Krashen给出了“外语学习”和“第二语言习得”两个术语，但是许多语言学家
拒绝接受。他们用了许多不同的术语来代替，例如：“自然背景”和“课堂背景”、
“自然的”和“教育的”以及“指导性的”和“非指导性的”等等。非常繁琐而
且不统一。鉴于两种学习方式对学习第二种语言的效率影晌很大，本文建议使用
Krashen的术语，既简单又明确。只是我们应该避开Krashen有关学习的知识不
能使用的极端思想。鉴于北美的语言学家己经习惯于使用“第二语言习得”这个
术语来囊括“第二语言习得”和“外语学习”，我们不妨将“第二语言习得”这一
术语分为广义的“第二语言习得”和狭义的“第二语言习得”。广义的“第二语
言习得”用来指人们学习母语以外的另一种语言的通用理论，狭义的“第二语言
习得”只在以外语教学为目的研究中和“外语学习” 进行对比时使用。
文章的第四章阐明了研究“外语学习”和“第二语言习得”之间差异，不是
为了区别而区别，而是为了服务于第二语言习得通用理论的研究和以外语教学为
目的研究。就二语习得理论而言，EI tis做了大量两种不同学习方式的研究，得
出许多重要的结论，极大地丰富了他的二语习得理论。在外语教学方面，就更有
意义。我们通过两种不同学习方式的研究可以得到诸多外语教学方法方面的启示。
例如，习得的方式有利于听力和口语学习；听力练习这种输入方式可以加快口语
能力的提高等等。对这些启示进一步进行研究，可以更好地服务于外语教学。
In Chapter One a longitudinal study is made to reveal what relationship is between second language acquisition (SLA) and foreign language learning by tracing back foreign language teaching in the west to half century ago; and it is found that the study of second language acquisition is the natural result of the foreign language learning/teaching research work. However, early before its establishment as a subject, the goal of its research changed from mainly serving the classroom teaching to focus on the process in which people learn a language other than their mother tongue, inside or outside of classroom. Chapter Two presents some linguists' point of view with regard to the relationship of second language acquisition and foreign language learning, two important figures, Krashen and Ellis, being introduced. Some other linguists who touch this topic like Spolsky and Littlewood and Chinese experts Liu Runqing and Jiang Zukang are also mentioned in this chapter. In Chapter Three the differences between second language acquisition and foreign language learning are discussed in semantic, pragmatic and psychological perspectives and in terms of input and interaction, as well as the interference of the first language. Chapter Four tries to make it clear that we make the distinction not for the sake of telling the difference but for the purpose of serving the further study of both SLA theory and foreign language pedagogy.
从历史上看，西方的外语教学可追溯到600年以前。在随后几个世纪中人们不断地对外语教学法进行探索和研究。19世纪80年代在法国和德国出现了直接法。直接法主张学习第二语言时应参考第一语言习得的经验。从此，出现了“第二语言”这个术语。美国加入第二次世界大战后，对于驻扎在国外的美国士兵来说，外语的口语技能十分必要，政府便求助于结构主义语言学家和行为主义语言学。他们创立的听说法在美国广泛采用了20年之久，并且流行于世界外语教学中。自此以后，语言学家对第二语言学习产生了兴趣并做了大量的研究，最终使得第二语言习得理论作为一门独立的学科于20世纪60年代末、70年代初形成。
从上述历史发展可以看出第二语言习得理论研究源于外语教学理论研究的发展，并且为教学理论研究服务。然而，早在它成为一门独立的学科之前，它的研究目标已经发生了变化。外语教学法理论的产生已经不是第二语言习得研究的直接产品，它的研究目标已经转向努力发现一个研究人们学习除了母语之外的另一种语言过程的通用理论。
现今国内外大多数的语言学家在他们的著作中毫无区别地使用“二语习得”和“外语学习”这两个术语表达同一个概念。然而，也不乏有人承认它们之间的区别。Krashen在他的监察模式中对语言的“习得”和“学习”进行了区分和阐述，并认为通过学习获得的语言知识不能转化为习得的语言知识，通过学习获得的语言知识是不能使用的。他的某些观点虽然有些极端并引起许多争议，但并非全无道理。Rod Ellis在《第二语言习得》一书中时而用“二语习得”，时而用“外语学习”来表达同一个概念，然而他又承认两者之间存在差异，并在他的著作中花了大量的篇幅研究这两种不同的学习方式。他不同意Krashen这种区分并拒绝接受Krashen为区分两种学习方法所提出的术语即“习得”和“学习”。然而，他声称这仍然是个值得研究的问题。
本文还简单介绍了其它一些接触过这个问题的语言学家，例如：Littlewood
和 Syolsks。中国的语言学家刘润清认为，第H语言是泛指获得第一语言之后学
会的一种语言。第二语言也可以进一步区分为外语和第二语言。
文章的第三章从各个不同角度论述了“第二语言习得”和“外语学习”的区
别。从语义学观点来看，许多词典对“第二语言”和“外语”的解释都是不同的。
从语用学角度来讲，第二语言在一定的地域内作为学校教育用语或社会交际用语
而发挥作用。外语则不具有教育用语和社会用语的功能。第二语言习得和外语学
习的所学内容和学习方式也不尽相同。学习者的第一语言对第二语言习得和外语
学习的影响程度也有所不同。学习者心理方面的不同更是一个不容忽视的因素。
影响语言学习和习得的重要因素有两个，即记忆和心理状态。本文引用了语言心
理学理论对这两点进行了充分的论证。
通过分析不难看出，“外语学习”和“第二语言习得”之间存在诸多差异。
Krashen给出了“外语学习”和“第二语言习得”两个术语，但是许多语言学家
拒绝接受。他们用了许多不同的术语来代替，例如：“自然背景”和“课堂背景”、
“自然的”和“教育的”以及“指导性的”和“非指导性的”等等。非常繁琐而
且不统一。鉴于两种学习方式对学习第二种语言的效率影晌很大，本文建议使用
Krashen的术语，既简单又明确。只是我们应该避开Krashen有关学习的知识不
能使用的极端思想。鉴于北美的语言学家己经习惯于使用“第二语言习得”这个
术语来囊括“第二语言习得”和“外语学习”，我们不妨将“第二语言习得”这一
术语分为广义的“第二语言习得”和狭义的“第二语言习得”。广义的“第二语
言习得”用来指人们学习母语以外的另一种语言的通用理论，狭义的“第二语言
习得”只在以外语教学为目的研究中和“外语学习” 进行对比时使用。
文章的第四章阐明了研究“外语学习”和“第二语言习得”之间差异，不是
为了区别而区别，而是为了服务于第二语言习得通用理论的研究和以外语教学为
目的研究。就二语习得理论而言，EI tis做了大量两种不同学习方式的研究，得
出许多重要的结论，极大地丰富了他的二语习得理论。在外语教学方面，就更有
意义。我们通过两种不同学习方式的研究可以得到诸多外语教学方法方面的启示。
例如，习得的方式有利于听力和口语学习；听力练习这种输入方式可以加快口语
能力的提高等等。对这些启示进一步进行研究，可以更好地服务于外语教学。
In Chapter One a longitudinal study is made to reveal what relationship is between second language acquisition (SLA) and foreign language learning by tracing back foreign language teaching in the west to half century ago; and it is found that the study of second language acquisition is the natural result of the foreign language learning/teaching research work. However, early before its establishment as a subject, the goal of its research changed from mainly serving the classroom teaching to focus on the process in which people learn a language other than their mother tongue, inside or outside of classroom. Chapter Two presents some linguists' point of view with regard to the relationship of second language acquisition and foreign language learning, two important figures, Krashen and Ellis, being introduced. Some other linguists who touch this topic like Spolsky and Littlewood and Chinese experts Liu Runqing and Jiang Zukang are also mentioned in this chapter. In Chapter Three the differences between second language acquisition and foreign language learning are discussed in semantic, pragmatic and psychological perspectives and in terms of input and interaction, as well as the interference of the first language. Chapter Four tries to make it clear that we make the distinction not for the sake of telling the difference but for the purpose of serving the further study of both SLA theory and foreign language pedagogy.
引文
Andersen, R. W. 1990． 'Models, Processes, Principles and Strategies: Second Language Acquisition Inside and Outside the Classroom', in B. VanPatten and J.F. Lee (eds), Second Language Acquisition/Foreign Language Learning. Clevedon: Multilingual Matters ,pp.45-68．
Anderson, J. R. 1983． 'A spreading Activation Theory of Memory', JVLVB,22, PP. 261-95．
D'Anglejan, 1978． 'Language in and out of classrooms' in Richards (ed.) 1978．
Asher, J. 1986． Learning Another Language through Actions: The Complete Teacher's Guidebook. Los Gatos. Cal.: Sky Oaks Productions
Baddeley, A. D. 1986． Working Memory. Oxford: Clarendon Press
Belasco, S. 1971． 'The Feasibility of Learning a Second Language in an Artificially Unicultural Situation', in P. Pimsleur and T. Quinn (eds), The Psychology of Second Language Learning. Cambridge. Cambridge University Press, pp. 1-10．
Bloomfield, L. 1933． Language. New York: Holt
Carroll, D.W. 1999． Psychology of Language. Brooks/Cole
Chomsky. N. 1959． 'Review of B.F. Skinner Verbal Behavior'. Language, 35,pp. 26-58．
Chomsky, N. 1964． Current Issues in Linguistic Theory. The Hague: Mouton
Comrie, B. 1990． 'Second Language Acquisition and Language Universals Research', Studies in Second Language Acquisition. 12(2) , pp.209-18．
Cook, V J. 1979． 'Aspects of Memory in Secondary School Language Learners'. Interlanguage Studies Bulletin-Utrec, 4(2) , pp. 161-72．
Cook, V. J. 1993． Linguistics and Second Language Acquisition. Macmillan Publishers Ltd
Corder, S. P. 1971． 'Idiosyncratic Errors and Error Analysis', IRAL, 9(2) , pp. 147-59:
reprinted in Richards (ed.) (1974) .
Corder, S. P. 1973． Introducing Applied Linguistics. Harmondsworth, Middx: Penguin Books
Cummins, J. 1979． 'Cognitive/academic language proficiency, linguistic interdependence, the optimal age question and some other matters.' Working Papers on Bilingualism 19: 197-205．
Dakin, J. 1973． The Language Laboratory and Language Learning. London:Longman
Ellis, R. 1985． Understanding Second Language Acquisition. Oxford: Oxford University Press
Ellis, R. 1994． The Study of Second Language Acquisition. Oxford University Press
Ellis, R. 1997． Second Language Acquisition. Oxford: Oxford University Press
Fasold, R. 1990． The Sociolinguistics of Language Oxford: Basil Blackwell
Gaies, S. 1977． 'The nature of linguistic input in formal second language learning: linguistic and communicative strategies' in H. Brown, C. Yorio and R.Crymes (eds.). On TESOL '77． Washington D.C.: TESOL.
Gaies, S. 1979． 'Linguistic input in first and second language learning' in F. Eckman and A. Hastings (eds.). Studies in First and Second Language Acquisition. Rowley,Mass.: Newbury House.
Geschwind, N. 1972． 'Language and the brain' Scientific American, pp. 76-83．
Givon, T. 1979． On Understanding Grammar. New York: Academic Press.
Goodglass, H. 1993． Understanding aphasia. San Diego: Academic Press
Goodluck, H. 1991． Language Acquisition: A Linguistic Introduction. Oxford: Basil Blackwell
Hakuta, K. 1981． ' Some common goals for second and first language acquisition research'in Andersen (ed.).
Hatch, E.M. 1983． Psycholinguistics: a Second Language Perspective. Rowley, Mass.:Newbury House.
Henzl, V. 1979． 'Foreigner talk in the classroom.' International Review of Applied Linguistics XVII: 159-65．
Krashen, S. 1979． 'The Monitor Model for Second Language Acquisition', in R.Gingras (ed), Second Language Acquisition and Foreign Language Teaching Washington, D.C.: Center for Applied Linguistics
Krashen, S. 1981． Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press
Krashen, S. 1982 Principles and Practice in Second Language Learning. Oxford: Pergamon Press
Krashen, S. 1985． The Input Hypothesis: Issues and Implications. London: Longman
Lado, R. 1957． Linguistics Across Cultures. Ann Arbor, Mich.: University of Michigan Press
Lado, R. 1964． Language Teaching: A Scientific Approach. New York: McGrawHill
Levinson, S. 1983． Pragmatics. Cambridge: Cambridge University Press.
Littlewood, W. T. 1990． Foreign and Second Language Learning. Cambridge University Press
Long, M. 1983． 'Native speaker/non-native speaker conversation and the negotiation of comprehensible input.' Applied Linguistics 4/2: 126-41
Lyons, J. 1981． Language and Linguistics. Cambridge University Press
Lyons, J. 1995． Linguistic Semantics: An Introduction. Cambridge University Press
McNeill, D. 1966． 'Developmental Psycholinguistics', in F. Smith and G. A. Miller (eds), The Genesis of Language: A Psycholinguistic Approach. Cambridge, Mass: MIT Press
Nemser, W. 1971． 'Approximative Systems of Foreign Language Learners', International Review of Applied Linguistics, 9, pp 115-23: reprinted in Richards (1974) .
Richards, J. C. (ed.) 1998． The Context of Language Teaching. Cambridge: Cambridge University Press
Richards, J. C. (ed.) 1998. The Context of Language Teaching. Cambridge:Cambridge University Press
Richards, J. C., Platt, J. and Platt,H.1992.Longman Dictionary of Language Teaching & Applied Linguistics. London: Longman Group
Seliger, H. W. and Vago, R. M. (eds) 1991. First Language Attrition. Cambridge:Cambridge University Press
Selinger, L. 1972. 'Interlanguag', IRAL, 10(3); reprinted in Richards (ed.) 1974
Selinger, L. 1992. Rediscovering lnterlanguage. London: Longman
Spollsky, B. 1989. Conditions for Second Language Learning. Oxford: Oxford University Press
Stern, H.H.1992. Issues and Options in Language Teaching. Oxford: Oxford University Press
Tulving,E. 1972. Episodic and semantic memory. In E. Tulving & W. Donaldson (eds) Organization in memory. New York: Academic press
Verschueren, J. 1999. Understanding Pragmatics. Edward Arnold
Weinreich, U. 1953. Languages in Contact. The Hague: Mouton
马丁·韦德尔(英)、刘润清(中)《外语教学与学习》，高等教育出版社，1996年。
刘润清《论大学英语教学》，外语教学与研究出版社，1999年。
刘润清、胡壮麟 主编 蒋祖康 编著 《第二语言习得研究》，外语教学与研究出版社，1999年。
郑赞容 著 李贞娇 译《千万别学英语》(NOT STUDY，BUT LEARN)，世界知识出版公司，2000年。
Anderson, J. R. 1983． 'A spreading Activation Theory of Memory', JVLVB,22, PP. 261-95．
D'Anglejan, 1978． 'Language in and out of classrooms' in Richards (ed.) 1978．
Asher, J. 1986． Learning Another Language through Actions: The Complete Teacher's Guidebook. Los Gatos. Cal.: Sky Oaks Productions
Baddeley, A. D. 1986． Working Memory. Oxford: Clarendon Press
Belasco, S. 1971． 'The Feasibility of Learning a Second Language in an Artificially Unicultural Situation', in P. Pimsleur and T. Quinn (eds), The Psychology of Second Language Learning. Cambridge. Cambridge University Press, pp. 1-10．
Bloomfield, L. 1933． Language. New York: Holt
Carroll, D.W. 1999． Psychology of Language. Brooks/Cole
Chomsky. N. 1959． 'Review of B.F. Skinner Verbal Behavior'. Language, 35,pp. 26-58．
Chomsky, N. 1964． Current Issues in Linguistic Theory. The Hague: Mouton
Comrie, B. 1990． 'Second Language Acquisition and Language Universals Research', Studies in Second Language Acquisition. 12(2) , pp.209-18．
Cook, V J. 1979． 'Aspects of Memory in Secondary School Language Learners'. Interlanguage Studies Bulletin-Utrec, 4(2) , pp. 161-72．
Cook, V. J. 1993． Linguistics and Second Language Acquisition. Macmillan Publishers Ltd
Corder, S. P. 1971． 'Idiosyncratic Errors and Error Analysis', IRAL, 9(2) , pp. 147-59:
reprinted in Richards (ed.) (1974) .
Corder, S. P. 1973． Introducing Applied Linguistics. Harmondsworth, Middx: Penguin Books
Cummins, J. 1979． 'Cognitive/academic language proficiency, linguistic interdependence, the optimal age question and some other matters.' Working Papers on Bilingualism 19: 197-205．
Dakin, J. 1973． The Language Laboratory and Language Learning. London:Longman
Ellis, R. 1985． Understanding Second Language Acquisition. Oxford: Oxford University Press
Ellis, R. 1994． The Study of Second Language Acquisition. Oxford University Press
Ellis, R. 1997． Second Language Acquisition. Oxford: Oxford University Press
Fasold, R. 1990． The Sociolinguistics of Language Oxford: Basil Blackwell
Gaies, S. 1977． 'The nature of linguistic input in formal second language learning: linguistic and communicative strategies' in H. Brown, C. Yorio and R.Crymes (eds.). On TESOL '77． Washington D.C.: TESOL.
Gaies, S. 1979． 'Linguistic input in first and second language learning' in F. Eckman and A. Hastings (eds.). Studies in First and Second Language Acquisition. Rowley,Mass.: Newbury House.
Geschwind, N. 1972． 'Language and the brain' Scientific American, pp. 76-83．
Givon, T. 1979． On Understanding Grammar. New York: Academic Press.
Goodglass, H. 1993． Understanding aphasia. San Diego: Academic Press
Goodluck, H. 1991． Language Acquisition: A Linguistic Introduction. Oxford: Basil Blackwell
Hakuta, K. 1981． ' Some common goals for second and first language acquisition research'in Andersen (ed.).
Hatch, E.M. 1983． Psycholinguistics: a Second Language Perspective. Rowley, Mass.:Newbury House.
Henzl, V. 1979． 'Foreigner talk in the classroom.' International Review of Applied Linguistics XVII: 159-65．
Krashen, S. 1979． 'The Monitor Model for Second Language Acquisition', in R.Gingras (ed), Second Language Acquisition and Foreign Language Teaching Washington, D.C.: Center for Applied Linguistics
Krashen, S. 1981． Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press
Krashen, S. 1982 Principles and Practice in Second Language Learning. Oxford: Pergamon Press
Krashen, S. 1985． The Input Hypothesis: Issues and Implications. London: Longman
Lado, R. 1957． Linguistics Across Cultures. Ann Arbor, Mich.: University of Michigan Press
Lado, R. 1964． Language Teaching: A Scientific Approach. New York: McGrawHill
Levinson, S. 1983． Pragmatics. Cambridge: Cambridge University Press.
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