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1、二语习得理论的教学启示Classroomimplicationshavemanydifferentaspects.ThissectiononlydiscussestheclassroomapplicationsofSLAtheoriesintermsofperiods,publications,researchersandtheories.CharacteringthedevelopmentofSLAthroughdifferenthistoricalperiods,wecouldsaythatbetween19
2、20sand1970s,themainstreamoflanguageacquisitionresearchisthefocusonlanguagepedagogy;from1980son,themaintrendoflanguageacquisition,bothL1AandL2A,isthestudyofvariouslanguagetheories,butlanguagepedagogyremainsasecondaryfocusofthefield.SLApublicationsdiscussthethe
3、oriesofSLAwithoutdealingwiththeirclassroomimplications.ButsomepublicationsdodealwithsomeSLAtheoriesandtheirclassroomimplications.SLAresearcherscouldbeclassifiedintotwogroups.OnegroupismainlyinterestedinpureSLAtheories,fromtheoriestotheories;ThisgroupincludesN
4、oamChomsky,LydiaWhite,JuliaRogers,etc.TheothergroupisinterestedintherelationbetweenSLAtheoriesandclassroomimplications,fromtheoriestopractice,andincludesVivianCook,RodEllis,PatsyLightbown,MichaelLong,SusanGass,TeresaPica,etc.IntermsoftheSLAtheoriesthemselves,
5、wealsofindthatsomeapproachesaredirectlyapplicabletothecalssroom,whileothersarelessapplicable.5.1Directclassroomimplications行为主义理论对教学直接作用的启示Fromateachingpointofview,theimplicationsofBehaviouristtheoryweretwofold.Firstly,itwasstronglybelievedthatpracticemakespe
6、rfect;Secondly,teachersneededtofocustheirteachingonstructuresbelievedtobedifficult,andtheeffectiveteachingwouldconcentrateontheareasofdifferenceandthatthebestpedagogicaltoolforforeignlanguageteacherswasasoundknowledgeofthoseareas.Scoveldiscussedthreefactorsin
7、fluencingstudents’errors:trsnsfer,overgeneralizationandmarkedness;heretransferiscausedbystudents’L1,becauseaccordingtothemainideaofBehaviourism,heclaimed,secondlanguagestudentsareinfluencedbytheirfirsttongue.5.2Indirectclassroomimplications对教学有间接作用的教学启示AboutU
8、Gresearchers’findings（关于普遍语法研究者的发现）Widdowsonconcludes,“itwasChomskywhochallengedtheorthodoxpedagogicviewofthetimethatlearningwasamatterofhabitformationtobeinducedbypatternpracticeandstruc
