評論
打印
W: What does it mean?
女：這是什么意思?
M: OK. The first hypothesis is the acquisition and learning distinction hypothesis.
男：好的。第一個假設與習得和學習的區別有關。
M: According to Krashen, children acquire their first language largely unconsciously and automatically,
男：根據克拉申的說法，孩子們在很大程度上是在無意識的情況下自動習得第一語言，
M: but adults could only learn a second language consciously and effort fully.
男：但成年人只能有意識地、努力地學習第二語言。
M: And adults could indeed acquire the second language, at least in part.
男：成年人確實可以獲得第二種語言，至少在某種程度上是這樣。
W: Right. Then what's his second hypothesis?
女：對。那么他的第二個假設是什么?
M: His second hypothesis is the natural order in acquisition hypothesis.
男：他的第二個假設是習得中的自然順序假設。
M: Basically, he means that the order in which learners acquire syntactic rules is the same in both languages.
男：基本上，他的意思是，學習者在兩種語言中習得語法規則的順序都是相同的。
W: Oh, that's something really new to me.
女：哦，這對我來說是個新觀點。
M: The third hypothesis is the monitor hypothesis, which is central to his theory. Here again, we come across the distinction between acquisition and learning.
男：第三個假設是監測假設，這是理論的核心。這里又涉及了習得與學習之間的區別。
M: According to this hypothesis, the acquisition processes create sentences in the second language, right?
男：根據這個假設，習得過程負責想出第二語言的句子，對嗎？
M: But learning enables the development of a monitoring process to check and edit this output. The monitor uses knowledge of the rules.
男：但是，學習使得監控過程有了檢查和編輯句子的能力。這種監控運用了規則的知識。
M: That's why, as I said just now, learning is a conscious process.
男：這就是為什么，就像我剛才說的，學習是一個有意識的過程。
W: This mean, in learning, you use knowledge of the language to make sure what you say or write is correct. Is that so?
女：這就是說，在學習中，你使用語言的知識來確保你說的或寫的東西是正確的。是這樣嗎?
M: Yes. His fourth hypothesis is the comprehensible input hypothesis.
男：是的。他的第四個假設是可理解的輸入假設。
M: In order to move from one stage to the next, the learner must understand the meaning and the form of the input.
男：從一個階段到另一個階段，學習者必須理解輸入的含義和形式。
M: This emphasizes the role of comprehension. And finally, the affective filter hypothesis.
男：這強調了理解的作用。最后，情感過濾假說。
M: This suggests attitude and emotional factors are also important in second language acquisition.
男：這表明態度和情感因素在第二語言習得中也很重要。
W: I guess Krashen's model has provided a useful framework for second language learning.
女：我想克拉申的模型為第二語言學習提供了一個有用的框架。
M: Yes, it indeed has and it has also proved to be one of the most influential theoretical approaches to teaching a second language.
男：是的，的確如此，而且它也被證明是教授第二語言最具影響力的理論方法之一。
W: OK, Dr. Harley. Thank you once again for talking to us about second language acquisition.
女：好是，哈利博士。再次感謝您與我們討論第二語言習得。
M: Pleasure.
男：我也非常高興。
