第二语言习得入门第三章讲解ppt课件.ppt

Unit3 DefiningConceptsofSecondLanguageAcquisiton Contents CompetenceandPerformance ItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication CompetenceandPerformance Competencereferstoaspeaker sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore 能力是指一个语言习得者在他的语言知识上显示出他能够理解并能够产出之前从没见过或听说过的句子 CompetenceandPerformance Performancereferstothespecificutterances includinggramaticalmistakesandnon linguisticfeaturessuchashesitations accompanyingtheuseoflanguage Itistheactualproductionoruseoflanguagesuchasspeaking writing orthecomprehension listening reading oflinguisticevents这实际上是说写或者语言界中的理解 听看 等方面的产出与运用 CompetenceandPerformance relationscomprehension listeningandreading competenceproduction speakingandwriting performance secondlanguageacquisition comprehension indirectly competencesuperiortopriorto internal production directly comprehensionperformance external production CompetenceandPerformance FirstLanguage SecondLanguage andForeignLanguage FirstLanguagereferstothemothertongueonelearnsduringchildhood FirstLanguage SecondLanguage andForeignLanguage SecondLanguagereferstothelearningofanadditionallanguageafterlearnershaveacquiredtheirmothertongue FirstLanguage SecondLanguage andForeignLanguage ForeignLanguageisanadditionallanguagetaughtandlearnedinanon targetlanguageenvironment FirstLanguage SecondLanguage andForeignLanguage firstlanguagevssecondlanguage 1 secondlanguageisacquiredlaterthanafirstlanguage2 secondlanguagehaslowerproficiencylevelthanthatoffirstlanguage FirstLanguage SecondLanguage andForeignLanguage similaritiesanddifferences FirstLanguage SecondLanguage andForeignLanguage SencondlanguagevsForeignlanguagebasicsimilarity non nativelanguagebasicdistinction education govermentorbusiness ESL geographicalcontextlittleexposuretonativeuseofthelanguageorfewopportunities EFL AcquisitionandLearning ThedistinctionbetweenacquisitionandlearningisformallymadebyS Krashen AccordingtoKrashen acquisitionreferstosubconsciouslearninginthenaturalenvironmentthatisnotinfluencedbyexplicitinstructioninasecondlanguage srulesandsystemorabouterrors 1985 Acquisitionandlearning Learningisaconsciousprocessoflanguagedevelopmentthatistheresultofintendedandexplicitinstrutioninasecondlanguage srolesandsystemorabouterrorsinanartificialenvironmentsuchasaformallanguageclassroom Acquisitionandlearning ComprehensibleinputisahypothesisfirstproposedbyStephenKrashen 1981 Hepurportsthatlearnersacquireasecondlanguagebyhearingandunderstandingmessagesthatareslightlyabovetheircurrentsecondlanguagelanguagelevel ComprehensibleInputorOutput ComprehensibleInputorOutput Secondlanguageresearchersbelievethatlearnersneedopportunitiestopracticeattheirlevelofsecondlanguagecompetency Thispracticewithsecondlanguage speakingpeersiscalledComprehensibleOutput ComprehensibleInputorOutput Cooperativelearninggroupsareonewayfornewlearnersofasecondlanguagetoreceiveplentyofunderstandableinputandproduceunderstandableoutput Herearefivereasonswhy ComprehensibleInputorOutput 1 Asmallgroupsettingallowsformorecomprehensibleinputbecausetheteacherorclassmatesmodifyoradaptthemessagetothelisteners needs 2 Speakerscanmoreeasilycheckontheunderstandingofthelistener 3 Thereismoreopportunityfororalpracticeandforrepetitionofcontentinformationaspeershelpnewlearnersofasecondlanguagenegotiatemeaning ComprehensibleInputorOutput 4 Studenttalkinasmallgroupiscenteredonwhatisactuallyhappeningatthemomentataskisbeingperformed 5 Feedbackandcorrectionarenon judgmentalandimmediate Interlanguage Interlanguage coinedbyLarrySelinker isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguagewhohasnotbecomefullyproficientyet butisonlyapproximatingthetargetlanguage preservingsomefeaturesoftheirfirstlanguageinspeakingorwritingthetargetlanguage Interlanguage ThepurposeofInterlanguagestudyistoseektheprincipleofthenaturalorderoflanguagelearningandprovideatheoreticalbasisfortheorganizationofclassroomteachingandselectionofteachingmaterials Interlanguage AccordingtoSelinker thetheoreticalbasisofInterlanguageisthatlearnersarelookedonnotasproducersofmalformed imperfectlanguagefullofmistakes butasintelligentandcreativebeingsproceedingthroughlogicalsystematicstagesofacquisition Byagradualprocessoftrialanderrorandhypothesistesting learnersslowlyandtediouslysucceedinestablishingcloserandcloserapproximationstothesystemusedbynativespeakersofatargetlanguage Variality Thetwoimportantfindingsoversecondlanguageacquisitionresearchoverthepastfewdecadesare 1 secondlanguageacquisitionishighlysystematic and2 secondlanguageacquisitionishighlyvariable Selinker 1994 Variality Bysystematicity wemeantherouteofsecondlanguagedevelopmentissystematicandsecondlanguagelearnersfollowroughlythesamefivestagesofacquisition Lardiere 2007 23 Stage1 TheSilentStageStage2 TheEarlyProductionStageStage3 TheSpeechEmergenceStageStage4 TheIntermediateProficiencyStageStage5 TheAdvancedProficiencyStage Variality Byvariability wemeanthateithertherateofthelearningprocess thespeedatwhichlearnersarelearningasecondlanguage ortheoutcomeofthelearningprocess howproficientlearnersbecome orbotharevariedThevariabilitycanbeunsystematicorsystematicintermsofroute rateandoutcomeofacquistion Fossilization Itreferstothephenomenoninwhichsecondlanguagelearnersoftenstoplearningeventhoughtheymightbefarshortofnative likecompetence Thetermisalsousedforspecificlinguisticstructuresthatremainincorrectforlengthyperiodsoftimeinspiteofplentifulinput e g inimmigrantspeakerwhosefluentsecondlanguagestillcontainsnon targetlikestructure Fossilization AccordingtoSelinker 1972 fossilizationappearthroughfivecentralprocesses 1 Languagetransfer2 Transferoftraining3 Learningstrategies4 Communicationstrategies5 Overgeneralization Fossilization Selinker 1992 summarizedeightfeaturesoffossilizationinsecondlanguagelearning 1 Itcanbeconscious 2 Itisnotexperiencedasaproblembytheindividuallearner 3 Itisdeeplyconnectedtotheideaofpurpose 4 Itcanbedeterminedbypersonalcharacteristics suchascognitivestylesorrisktaking Fossilization 5 Itisdeeplyrelatedtopsycho socialfactorsuchasmotivation 6 Itischangeable andcanbemodifiedifpurposesandfactorsvary 7 Itisdifficulttoeradicate 8 Itisunpredictable Transferistheprocessofusingknowledgeofthefirstlanguageinlearningasecondlanguage Odlin 1989 Transfercanbepositiveandnegative LanguageTransfer 1 PositivetransferPositivetransferoccurswhenpriorknowledgebenefitsthelearningtask Notalleffectsoflanguagetransferarenegative indeed wemayconsiderthatwithoutsomelanguagetranster therewouldbenosecondlanguagelearning Wherelanguagearehistoricallyandlinguisticallyrelatedtoeachother thepositiveeffectsoftransfermaybeobvious LanguageTransfer 1 PositivetransferForexample ChineseconstructionSVOiseasilyunderstoodandpositivelytransferredintoEnlish Positivetransferistermedasfascilitationandfacilitateslearning 1 我学英语 S V O 2 IstudyEnglish S V O Itisexceedinglyimportanttorememberthatthenativelanguageofasecondlanguagelearnerisoftenpositivelytransferred ChinesestudentsofEnglishcaneasilyunderstandthemeaningandconstrctionoftheEnglishsentenceandmakethepositivetransferbecausetheChinesesentenceisthesameinstructureastheEnglishone LanguageTransfer 2 NegativetransferNagativetransfer alsotermedasinterference occurswhenthefirstlanguageinterferesforeignlanguagelearning previousperformancedisruptstheperformanceonasecondtaskandleadstoerrors oracertainruleorprincipleinthetargetlanguageisincorrectlyappliedtoanotherlearningsituationandleadstoerrors LanguageTransfer 2 NegativetransferForexample1Idon tknowwhoisshe Idon tknowwhosheis correct 2Althoughheisoversixty butheinsistsoncleaningthehouseallbyhimself wrong Althoughheisoversixty heinsistsoncleaningthehouseallbyhimself correct LanguageTransfer Transferisalearningstratagyinsecondlanguagelearning whetheritispoitiveornegativedoesnotdependuponthelearner butuponthesimilaritiesordifferenciesoftheforms patterns orrulesbetweenthetwolanguages However itisnotalwayseasytodecidewetheranerrorhasoccurredatall Considerthisdialogue LanguageTransfer A I lookfor Bob You see B Yes I see himhalfanhourago AChineselearnermightproducethequestioninthefollowingsentenceorderandwithperfecttense A IamlookingforBob Youhaveseenhim B Yes Ihaveseenhimhalfanhourago LanguageTransfer SourcesofTransferErrors1 InterlingualTransfer2 IntralingualTransfer LanguageTransfer 1 InterlingualTransferSourcesoflanguagetransfercanbeinterlingualandintralingual Interlingualtransfercanbepositiveornegativetransferbetweenafirstandsecondlanguage largelyfromtheformertothelater Interlingualerrorreferstosecondlanguageerrorthatreflectsfirstlanguagestructure LanguageTransfer 1 InterlingualTransferInstudyinginterlanguageerrorscommittedbyChineselearnersofEnglish Wu 2006 foundthefollowingcriteriamaycategorizeanyinterlingualerrors LanguageTransfer 1 TheleanernermakesanerrorofgrammerbecauseheorshefollowstherulesoftheChineselanguageandnottherulesofEnglish Forexample Ithinkhewillnotcometoseemetomrrow wrong Idon tthinkhewillcometoseemetomorrow correct 2 Theleanermisusesavocabularyitembecausethetheitemsharesfeatures wetherphonological semantic orsyntaticwithaniteminthenativelanguage Forexample Thewoundedsoliderwasverydangerous hemightdieatanymoment wrong Thewoundedsoliderwasindanger hemightdieatanymoment correct LanguageTransfer 3 ThelearnermakesanerrorofmeasurewordsbacauseChineselanguagedoesnotrequiretheuse