⑴ 第二语言学习与教学怎么样
Just as the title of the book implies, it talks about the connection between language learning and language teaching, which is, as the author wrote on the book, why L2 learning research can be useful for language teaching. There are nine chapters in the book which could be divided into four parts: (1) The first chapter briefly introces the second language learning research and what a teacher can expect from L2 learning research; (2) The second and third chapters made a concise description of the four main components of language (grammar, pronunciation, vocabulary and conversational discourse) and their acquisition; (3) The fourth and fifth chapters discuss the psychological basis of L2 learning, such as memory, schema, language processing and learners as indivials; (4) The sixth to ninth chapters consider several aspects, including the role of classroom in developing L2, the linguistic basis of various kinds of teaching methodologies; in this part, it also introces and appraises many popular teaching styles, especially those from Britain and America. The most interesting point in the book, in my opinion, is the discussion on working memory and language learning. The book firstly states a fact that most people can remember about seven or eight digits in the first language and fewer in the second language, so digit span is then a reflection of the key processes of short-term memory (STM): the processing of information for periods of time up to a few seconds. But why? Gathercole and Baddeley (1993) have put forward a theory which accounts for aspects of STM called “ memory”. Working memory is used for processing information while the mind works on various tasks. It consists of a “central executive”, which controls how information is passed around the memory system in the mind, and visual and phonological “slave systems” controlled by the executive. The phonological system has a phonological store from which information tends to fade within a second or two. To extend its life people repeat things over and over, whether aloud or silently. To keep the information in working memory from fading it must be constantly repeated, and this continual repetition is called the articulatory loop; information is recycled back through the store to extend its life. Whatever you are trying to remember circulates round this loop. The speed with which information travels round the loop governs how much can be remembered. That is to say, the faster a person can repeat things the more they can remember. Memory span is restricted by speed of articulation, which has several fascination consequences for language processing: 1) fewer long words can be remembered than short words; 2) fast speakers have better spans than slow speakers, everything else being equal; 3) there are differences between languages caused by the different ways they are processed in the articulatory loop, for example, Chinese(with short digits) have better memory span than speakers of English, and Chinese speakers, with a memory of 9.9 digits, are able to remember telephone numbers better than English speakers. Therefore, what does working memory have something to do with language? If the mind cannot handle enough words, it is impossible to actually process speech, and the articulatory loop theory suggests this is linked to fluency of pronunciation. That is to say, the working memory theory, however, sees pronunciation as vital to language processing. If we cannot say the sounds quickly, our short-term memory span will be very restricted and consequently we will face severe difficulties with the processing of language. The neglect of pronunciation in recent years has hampered not just the students’ ability to pronounce words, but also their fundamental capacity to process the language. Finally, one entertaining, though speculative, conclusion for language teaching is that the theory predicts that performance in the language can improve according to how fast the students can speak.
⑵ 二年级语文怎样教学
二年级语文，我觉得在教的过程当中，他们属于低年级，一定注重识字的教学，然后，抓住学生的识字基础进行有效的开展教学，同时也抓好学生的巨像段的过渡，因为为三年级下学期的写作打点基础
⑶ 国内外第二语言教学界提出过哪些教学原则如何对这些原则加以梳理
第二语言教学的原则
（1） 精讲多练的原则
精讲多练是60年代初北京语言学院教师总结出的一条原则。所谓精讲，就是语言知识、语言规律要讲的精炼、简明、扼要，教师适当的讲授理论知识和与语言规律，这是对成人学校第二语言必不可少的；所谓多练就是通过大量要目的，要层次、反复的操练、练习。是学生掌握目的语的听、说、读、写技能和语言交际
鉴于语言课首先是技能课、工具课，所以语言缴械应体现以技能训练为中心的原则。根据目前学生入学时语言水平的情况，调整讲和练的层次。并提高学生们的技能，这不仅包括听、说、读、写的语言技能训练，而且为了培养交际能力，还需要进行有关语用规律、话语规律和交际策略的言语交际技能训练。
（2） 动机诱导的原则
社会语言学家和社会心理学家通过大量的调查研究和心理实验得出结论：一个人要学习某种第二语言，决定其成功与否的最关键因素不在于其智力水平的高低或天生语言能力的强弱，而在学习者是否有良好的学习动机。所以我们要将良好的学习动机的诱导作为一条红线，贯穿于第二语言教学的始终。
（3） 以学生为中心，教师为主导，重视情感因素，充分发挥学生主动性，创造性。
要从学生的特点和需要出发，制定课程计划、教学大纲并确定教学内容、教材和教学方法。学习的内容应是真实而实用的，要做到学以致用。要研究学生的个体差异性，因材施教；课堂要营造轻松愉快的气氛，加强趣味性，建立融洽的师生关系；让学生参与设计教学活动，多听取学生的意见，并根据所得到的反馈不断调整课程计划，改进教学；对待学生的偏误应采取严格纠正的态度，但纠错要根据其性质和发生的场合区别对待，注意方式。
⑷ 如何利用动机进行二语教学
激发学生复英语学习动机的途径制 二语学习的过程中，影响语言学习的动机是一个最复杂，最有意义的变量。对于动机的研究表明动机是与学习者的学习成绩密切相关的。为了促进二语教师的语言教学，文章在以加德纳的社会教育模式基础上
⑸ 第二语言教学中教学者经常使用的方法有
这个的方法我也就并不能告诉你啊，因为毕竟这个的方法我也没有看过，所以我也不能告诉你了。
⑹ 第二语言教学和第一语言教学有什么不同
第二语言教学 第二语言教学在双语社团中进行，既教母语，又教另一种语言。在外语教学中，学生所学的是外国语。翻译要求把原以某种语言写成的作品的内容用另一种语言表达出来。使用同一民族语言，语音、词汇、语法格式也因地区而异，因使用者的社会地位而异，还因交际场合和使用目的而异。研究这些问题的是社会语言学。与社会语言学关系密切的是方言学。研究区域方言的学科称为方言地理学。语体学近似社会语言学，研究在不同条件下语言使用的语体差异。文体学研究如何造成不同的文章风格。与此近似的传统学科是修辞学，包括雄辩术和作文法。文体学可以说是现代的修辞学。心理语言学从语言出发研究心理，摸索语言与感知、注意、记忆、学习等心理作用的关系。神经语言学探索人们学习语言、运用语言的神经学基础，试图做出人脑控制言语和听觉的模拟。研究伴随着语言交际而发生的种种现象的学科，叫副语言学，也叫伴随语言学。人类语言学研究社会制度、宗教信仰、职业、亲属关系等对语言习惯的影响以及语言对这些东西的或多或少的影响。民族语言学只研究民族类型、民族行为程式与人们的语言之间的关系。数理语言学是研究语言中的数学性质的学科。使用数学方法研究语言，最初是统计音素、语素、词汇等项目，后来人们运用数量计算学并使用各种模式来处理语言材料。数理语言学目前包括代数语言学、统计语言学和应用数理语言学。
⑺ 请推荐几本有关第二语言教学法的书籍，谢谢。
Conditions for second langguage learning . 第二语言学习的条件. Bernard Spolsky.
⑻ 第二语言教学与对外汉语教学的区别
对外汉语教学是针对外国人的 将汉语作为第二语言的 教学