Psychological Factors In Classroom Second Language Acquisition

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...