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1、Therelationshipbetweenclassroominteractionandsecondlanguagelearning李明珠Ellis:ClassroominteractionthroughthetwowaystopromotethesecondlanguageacquisitionThroughthelearnerscontactingandunderstandingofthesecondlanguageThroughthelearnerstotryusingthesecondlanguage1.Secondlanguagelearninginthecomm
2、unicativeclassroom2.TheeffectofinteractiononacquisitionTherelationshipbetween classroominteractionandsecondlanguagelearning1.Secondlanguagelearninginthecommunicativeclassroom(1)HowacommunicativeclassroomenvironmentpromotesuccessfulL2learning?Anumberofscholarshaveproposedthatthemosteffective
3、wayofdevelopingsuccessfulL2competenceinaclassroomistoensurethatthelearnershavesufficientopportunitiestoparticipateindiscoursedirectedattheexchangeofinformation.Inordertoprove:Learnerscanlearn“naturally”inacommunicativeclassroomsetting.Hammond(1988)experimentalsubjectGroupsofstudentsinaSpani
4、shprogramattwouniversitiesmethodEightgroupsexperimentalweretaughtbymeansoftheNaturalApproach52controlgroupsweretaughtbymeansofthegrammar-translationmethodconclusionTheexperimentalgroupsoutperformedthecontrolgroupsinbothamid-termandafinalexaminationdemonstrationStudentsinacommunicativeclassr
5、oomdidnotworseinlearninggrammarthanthoseinatraditionprogram.(2)Iscommunicativeclassroomsuitableforeveryone?TimeBerrettaandDavies(1985)SpadaandLightbown(1989)LearnerslevelAnelementarylevelAhighlevelMethodStructural-oral-situationalmethodCommunicativemethodsemphasizedonnaturalinteractionConcl
6、usionSuccessfuleffectiveinpromotingL2acquisitionNotsuittotheachievementofsociolinguisticcompetenceDemonstrateGivingbeginnerlearnersopportunitiesformeaningfulcommunicationintheclassroomhelpstodevelopcommunicativeabilitiesandalsoresultsinlinguisticabilitiesnoworsethanthosedevelopedthroughmore
7、traditionalapproachesCommunicativeclassroomsettingsmaynotbesufficienttoensurethedevelopmentofhighlevelsoflinguisticandsociolinguisticcompetence,althoughtheymaybeverysuccessfulindevelopingfluencyandeffectivediscourseskills2.Theeffectofinteractiononacquisi
