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1、LearningEnglishasaSecondLanguageBy—EmmaTalkingaboutSecondLanguageAcquisation(SLA),wemightaswelldistinguishitfromSecondLanguageLearning(SLL).The'acquiredsystem'andthe'learnedsystem'aretwomajorcomponentsoflanguagelearningprocess.The'acquiredsystem'or'acquisition'istheproductofasubconsciousprocessve
2、rysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage-naturalcommunication-inwhichspeakersareconcentratednotintheformoftheirutterances,butinthecommunicativeact.The'learnedsystem'or'learning'istheproductofformalinstructionanditcomp
3、risesaconsciousprocesswhichresultsinconsciousknowledge'about'thelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen,anexpertinthefieldoflinguisticsspecializingintheoriesoflanguageacquisitionanddevelopment,'learning'islessimportantthan'acquisition'.FormostofusChinesestudents,however,we’v
4、espentfewyearsin'learning'English,not'acquiring'English.Traditionally,languagepedagogyinChinahasmostlyemphasizedform-focusedinstruction.Learnerslearnwhattheyhavebeentaught—words,grammars,sentencepatternsandanythingthatteachersbelievetobeusefulincommunication.Contrarytotheconventionalwayofteaching
5、,communicativelanguageteaching,basedontheassumptionthatlearnersdonotneedtobetaughtgrammartheycancommunicatebutwillacquireitnaturallyaspartoftheirlearningprocess,provestobemoreefficient.Underthismethod,studentscanactivelyinvolveinitandacquireEnglishasmushastheycan,whereasforthelearnersunderform-fo
6、cusedpattern,toacquireEnglishwouldbetougher.Still,apartfromdiscussingacquiringalanguage,therearefourmajordimensions—languageaptitude,cognitivestyle,personalitytraitsandlearningstrategiesinlearningasecondlanguagewhendifferentindividualsareconcerned.Inthefollowingpassage,therefore,Iamgoingtotakemys
7、elfasanexample.Fromtheperspectiveofthecognitivestyle,wherethereexistsfielddependenceandfieldindependence,Imightbecategorizedasthefielddependentone.Thecharacteristicsoffielddependentlanguagelearnersarethosewhoacceptthes
