[Paper Keywords] the target language environment classroom acquisition of natural environment
[Abstract] as the border with Central Asia, communication, and trade have become increasingly frequent in Xinjiang for Students from Central Asia to Xinjiang to provide a unique Chinese environment. Has a target language natural acquisition of second language learning environment helps greatly improve efficiency was, therefore, can not just stick to the classroom formal ways of learning, should also play an individual's self-learning ability, good at using the effective way to take full advantage of extracurricular Chinese environment to improve their language and integrate into the Chinese environment.
Study the origin of the author from the start into the international students of the classroom as well as the observation of the lives of international students after school, after the close exchanges with international students, found that some international students did not take advantage of the Chinese environmental advantages and promote awareness of Chinese language learning, the interviews, there are also a considerable number of students to be able to fully autonomous Chinese environment, for example, students in the after-school through various channels of the network, television, books, and other learning Chinese, but the lack of corpus and paid insufficient attention to these aspects of the teaching philosophy and other factors so that students can not be effective and full use of the Chinese language environment. course has a pivotal role in the school's teaching philosophy, science teaching philosophy is to provide students and create a good atmosphere for learning, for Students from Central Asia to the use of extra-curricular Chinese adequacy as well as international students exactly how using Chinese environment a Survey is still relatively scarce, students need to be in the future to do further research. solve this problem, I will investigate further studies to attempt to identify the factors that will influence gender differences in country-specific differences, the Chinese level differences extracurricular Chinese environment The use of the corpus needs to help the students to provide a more realistic demand corpus combination of classroom learning, and to further improve their language skills faster into the Chinese environment but also for the school Chinese language teaching teachers how to guide students to use Chinese environmental modest.
The 2 theoretical background for the initial study of second language acquisition can be traced back to the middle of the last century. Ellis for the definition of second language acquisition, second language acquisition research both inside and outside the classroom to learn a language other than the mother tongue other than. Second language study has two main objectives, the first is the description of the second language acquisition process, how to develop the overall language skills and the language skills of second language acquisition. Secondly, to explain second language acquisition analysis of external factors and internal factors promote and hinder the role of second language acquisition play he believes a second language and foreign language are not two distinct concepts, second language acquisition refers to natural and classroom case, a second language and foreign language The main difference lies in whether the acquisition in the natural environment. however, there are two environments Acquisition Second Language Acquisition, a target language environment in a non target language environment. HH Stern, the authority figures of the second language teaching and research in the basic concepts of language teaching << >> that "learning a second language in the target language countries enjoy more than learning a foreign language environment supports learners can often learned something in the from around target language environment through informal channels. "① The
Pusi Deng (HHStern1983 also proposed two main doctrine of a "major" refers to the "acquisition" in the target language environment, another "major" refers to "learning" refers to in the classroom environment. . environment as the distinction between "acquisition" and "learning" an important indicator, "acquisition" in the target language environment adequate locale context the learner unconsciously learning process, and "learning in the non-target language environment in the absence of the target language environment context, learners consciously learning process of second language acquisition in the natural environment of the target language and classroom teaching environment both effective co-ordination to achieve the desired Acquisition status.
These theories can be applied to both environments second language acquisition, second language acquisition for both environments are theoretically significant but these theories can be found both environments, second language acquisition in there is a big difference on the learning outcomes of these theories mentioned in varying degrees of language acquisition in two ways that the "learned" the importance of second language acquisition is much larger than the "learned". "learned" the environment for the natural language environment, "learn" non-natural language environment. second language acquisition theory reveals two environment Second Language Acquisition exist significant difference. How advantage to maximize the use of the target language environment, as well as foreign students of Chinese environmental corpus demand is mainly concentrated in what areas is the main problem of this study.
Natural language environment and differences of classroom language environment acquisition of natural language environment is an unmanned professor of natural or near natural context, and classroom language environment is the main language in the classroom teaching environment. Numerous studies show that the body a natural language environment and classroom language environment all contribute to second language acquisition in the natural language environment, almost all children, can fully learned their mother tongue. Similarly, in the natural language environment, the majority of second language learning too, especially in children, can be learned in a relatively short period of time the local language exchange. classroom language environment, however, many foreign language learners, after 10 years of effort, but can not master the language. reasons lies in a different locale, corpus input is not the same as natural language environment corpus input with spontaneity, understandability, disorder in the classroom language environment, corpus input is a conscious act, Teachers decided learner corpus contact the content and its complexity, very clear description of the rules of the language, the main purpose of the exchange is to teach and learn language rules. due to corpus enter different two environmental Second Language Acquisition also different classroom language environment is the lack of natural language communication, but because of the focus on the teaching of grammar, vocabulary, and the overall structure and layout, focusing on the use of official languages and a lot of reading, and increase teacher "spoon-fed" indoctrination, reading improve writing skills and language proficiency. Comparatively speaking, spoken skilled degree of accuracy is easier to improve the natural language environment, natural language environment conducive to listening and speaking skills, classroom language environment is more conducive to the cultivation of foreign language literacy shows that the natural language environment and classroom language environment in second language acquisition can not be ignored, for foreign students, the educational philosophy of the school can not just stick to the formal learning of the classroom, should also pay attention to guiding students consciously the use of natural language environment, and Acquisition of Chinese.
4 ways to make use of the advantages of the target language environment International Students from the Chinese place is in school, so the school education policy-making departments should be based on the needs of the students, configuration Chinese classroom, audiovisual materials available for students to choose to provide Chinese language activities relatively stable place. Institute Books should ensure that a sufficient number of Chinese language books and materials for the students to learn and access students to create and the main force of the locale, leaving the active participation of students, no matter how good the language environment and conditions they can not achieve good The purpose of teaching and training students to use Chinese for communication purposes., teachers should encourage and guide students to actively participate in extra-curricular classroom activities.
In addition to schools, knowledge of Chinese students in extracurricular activities, school Chinese environment Acquisition opportunities can not be ignored, so the combination of curricular and extracurricular. Emphasis on the utilization of students' extracurricular Chinese environment, to understand the way to place students in learning Chinese of the audiovisual Chinese kanji text reading, exchanges with the Chinese people by collecting life often come into contact with the corpus, such as in large buildings, shopping malls, main streets, parks, public places of entertainment, and even store goods Chinese labels and in of some commodities ads or large Photo Gallery Chinese language words, these in real life, many people will experience some Chinese name, as well as the topic of interest in learning and cultural knowledge, able to meet the communication of these corpus of basic needs to be collected to compile illustrated, easy to understand, the language authentic Chinese album, deposited in foreign students Chinese language library for more students to learn, I think that not only attractive and allow students to learn more in Chinese knowledge about basic necessities in real life, the surface supplemental language knowledge, and its essence is to emphasize the target language environment use patterns.
Summary In summary, I believe that in Teaching Chinese as a Foreign Language teachers should guide students to take full advantage of the classroom and the natural environment is a combination of ways to improve Chinese proficiency, and not just stick to classroom learning through the survey found, many students choose to come to China to learn Chinese a large part of the reason is China's unique language environment dictates students in teaching Chinese as a foreign language in the teachers should be aware of students interested point where the task of teaching into the classroom and extra-curricular learning combined with classroom teaching to master the different levels the enthusiastic about the corpus, by country, gender, classify and organize the provision of learning resources for different purposes and different needs of international students through the questionnaires and interviews, I believe that schools should strive to guide and encourage foreign students to consciously financial real Chinese environment, and take full advantage of the extracurricular Chinese resources. proved, "in order to learn the language, there is no breakthrough on horizons broader, more a wider range of knowledge-based prison some practical ability stronger. "② Therefore, there must be a lot of language practice and language input as a foundation to do this, foreign students is necessary efforts to integrate themselves into the Chinese environment, Chinese acquisition in the authentic language environment.