二语习得理论ppt课件.ppt

TheoreticalApproachestoSecondLanguageLearning DifferencesinLearningL1 L2BehaviorismInnatismInformationProcessingConnectionismTheInteractionistPosition 1 38 DifferencesinLearningL1 L2 Achildoradultlearningasecondlanguageisdifferentfromachildacquiringafirstlanguageintermsofboth1 learnercharacteristicsand2 learningconditions 2 38 DifferencesinLearningL1 L2 LearnerCharacteristics1 Knowledgeofanotherlanguage2 Cognitivematurity3 Metalinguisticawareness4 Knowledgeoftheworld5 Nervousnessaboutspeaking 3 38 DifferencesinLearningL1 L2 LearningConditions6 Freedomtobesilent7 Ampletime contact8 Correctivefeedback form grammarandpronunciation9 Correctivefeedback meaning wordchoice10 Modifiedinput 4 38 DifferencesinLearningL1 L2 Summary SLA SecondLanguageAcquisition theoriesneedtoaccountforlanguageacquisitionbylearnerswithavarietyofcharacteristicsandlearninginavarietyofcontexts 5 38 TheoreticalApproachestoLanguageAcquisition 6 38 Behaviorism Skinner languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement Fourcharacteristicsofbehaviorism 1 imitation 2 practice 3 reinforcement and4 habitinformationLado 1964 CAApersonlearninganL2startsoffwiththehabitsformedintheL1andthesehabitsinterferewiththenewonesneededfortheL2 7 38 AmericanStructurismandBehaviorism DominanttheoriesinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s It spsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism ThegoalofCA todiscovertheproblemsthatforeignlanguagestudentswouldencounterinthelearningprocess AndtoincreasetheefficiencyinL2teachingandtesting 8 38 NegativeTransfer LadoproclaimedthatmostofthedifficultiesoriginatedfromthedifferencesbetweenL1andL2 Hebelievedthatthemoredifferentthetwolanguagesare themoredifficultlearningwouldbe andbyknowingthis wecouldpredictwhaterrorswouldappear 9 38 astrongandaweakformofCA Ladoandhisfollowersevenprovidedthedegreeofdifferencesbetweentwolanguages ThereexistedastrongandaweakformofContrastiveAnalysis Wardhaugh1970 ThestrongformclaimsthatallL2errorscanbepredicatedbyidentifyingthedifferencesbetweenthetargetlanguageandthelearner sL1 Theweakformofthehypothesisclaimstobediagnostic Tocheckwherecouldbeerroneous 10 38 ContrastiveAnalysis CA ContrastiveAnalysiswasrootedinthepracticalneedtoteachaL2inthemosteffectivewaypossible It spsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism RobertLado advocatedtheapproachofContrastiveAnalysisinhisfirstBook LinguisticsAcrossCulture 1957 11 38 Behaviorism BehaviorismwasoftenlinkedtotheContrastiveAnalysisHypothesis CAH ItpredictsthatwheretherearesimilaritiesbetweentheL1andthetargetlanguage thelearnerwillacquiretarget languagestructureswithease wheretherearedifferences thelearnerwillhavedifficulty 12 38 MoreDefinitionofCA CA isanapproachtothestudyofSLAwhichinvolvepredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences ItwasheavilyinfluencedbytheorieswhichisdominantinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s 13 38 Behaviorism CriticismsabouttheCAH Thoughalearner sL1influencestheacquisitionofanL2 NotallerrorspredictedbytheCAHareactuallymade ManyoftheerrorswhichlearnersmakearenotpredictableonthebasisoftheCAH SomeerrorsaresimilaracrosslearnersfromavarietyofL1backgrounds 14 38 Behaviorism Summary TheL1influencemaynotsimplybeamatterofthetransferofhabits butamoresubtleandcomplexprocessofidentifyingpointsofsimilarity weighingtheevidenceinsupportofsomeparticularfeature andevenreflectingaboutwhetheracertainfeatureseemsto belong inthestructureoftheL2 15 38 Innatism Competencevs PerformanceUniversalGrammar UG inrelationtosecondlanguagedevelopmentKrashen s monitormodel 16 38 Innatism Competencevs Performance语言能力对语言运用 Competence语言能力 Itreferstotheknowledgewhichunderliesourabilitytouselanguage Performance语言运用 Itreferstothewayapersonactuallyuseslanguageinlistening speaking reading andwriting Performanceissubjecttovariationsduetoinattentionorfatiguewhereascompetence atleastforthematurenativespeaker ismorestable 17 38 Innatism Competencevs Performance SLA secondlanguageacquisition researchersfromtheUGperspectivearemoreinterestedinthelanguagecompetence i e knowledgeofcomplexsyntax ofadvancedlearnersratherthaninthesimplelanguageofearlystagelearners Theirinvestigationsofteninvolvecomparingthejudgmentsofgrammaticality 合乎语法性 madebyL2andL1learners ratherthanobservationsofactuallanguageperformance i e useoflanguage 18 38 Innatism UniversalGrammar HowUGworksinL2development Twodifferentviews 1 ThenatureandavailabilityofUGinL2acquisitionisnodifferentfromthatwhichishypothesizedtoguideL1learners AdultL2learnersneitherneednorbenefitfromerrorcorrectionandmetalinguisticinformation 元语言信息 Thesethingschangeonlythesuperficialappearanceoflanguageperformanceanddonotaffecttheunderlyingcompetenceofthenewlanguage 19 38 Innatism UniversalGrammar HowUGworksinL2development Twodifferentviews 2 UGmaybepresentandavailabletoL2learners butitsexactnaturehasbeenalteredbytheprioracquisitionofthefirstlanguage L2learnersneedtobegivensomeexplicitinformationaboutwhatisnotgrammatical 不符合语法规则的 intheL2 Otherwise theymayassumethatsomestructuresoftheL1haveequivalentsintheL2when infact theydonot 20 38 Innatism Krashen s monitormodel Theacquisition learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis 21 38 Innatism Krashen s monitormodel Theacquisition learninghypothesis 1 Acquisition weacquireL2knowledgeasweareexposedtosamplesoftheL2whichweunderstandwithnoconsciousattentiontolanguageform Itisasubconsciousandintuitive 凭直觉获知的 process Learning welearntheL2viaaconsciousprocessofstudyandattentiontoformandrulelearning 22 38 Innatism Krashen s monitormodel Theacquisition learninghypothesis 2 Krashenarguesthat acquisition isamoreimportantprocessofconstructingthesystemofalanguagethan learning becausefluencyinL2performanceisduetowhatwehaveacquired notwhatwehavelearned Learningcannotturnintoacquisition Manylearnersmay know rulesbutfailtoapplythem Learnersneedtodoasmuchacquiringaspossibleinordertoachievecommunicativefluency 23 38 Innatism Krashen s monitormodel Themonitorhypothesis 1 Theacquiredsystemactstoinitiatethespeaker sutterancesandisresponsibleforfluencyandintuitivejudgmentsaboutcorrectness whereasthelearnedsystemactsonlyasamonitor makingminorchangesandpolishingwhattheacquiredsystemhasproduced 24 38 Innatism Krashen s monitormodel Themonitorhypothesis 2 Learnersusethemonitoronlywhentheyarefocusedmoreonbeing correct thanonwhattheyhavetosay whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules andwhentheyactuallyknowthoserules Sinceknowingtherulesonlyhelpsthespeakersupplementwhathasbeenacquired thefocusoflanguageteachingshouldbeoncreatingconditionsfor acquisition ratherthan learning 25 38 Innatism Krashen s monitormodel Themonitorhypothesis 3 Criticisms Itisverydifficulttoshowevidenceof monitor use Itisimpossibletodeterminewhathasbeenproducedbytheacquiredsystemandwhatistheresultofmonitoruse Krashen sclaimthatlanguagewhichisproducedquicklyandapparentlyspontaneouslymusthavebeenacquiredratherthanlearnedleavesuswithasomewhatcirculardefinition 26 38 Innatism Krashen s monitormodel Thenaturalorderhypothesis 1 L2learnersacquirethefeaturesoftheTLinpredictablesequences Contrarytointuition theruleswhichareeasiesttostate andthusto learn arenotnecessarilythefirsttobeacquired e g theruleforaddingan stothirdpersonsingularverbsinthepresenttense 27 38 Innatism Krashen s monitormodel Thenaturalorderhypothesis 2 Thenaturalorderisindependentoftheorderinwhichruleshavebeenlearnedinlanguageclasses basedonKrashen sstudiesofgrammaticalmorphemes SubsequentresearchhasconfirmedthatlearnerspassthroughsequencesorstagesinL2development 28 38 Innatism Krashen s monitormodel Theinputhypothesis 1 Thelearneracquireslanguageinonlyoneway byexposuretocomprehensibleinput Iftheinputcontainsformsandstructuresjustbeyondthelearner scurrentlevelofcompetenceinthelanguage i 1 thenbothcomprehensionandacquisitionwilloccur 29 38 Innatism Krashen s monitormodel Theinputhypothesis 2 Thecomprehensibleinput i 1 hypothesisappealstointuition buthasnotbeensubstantiatedbyempiricalstudies e g undirectedpleasurereadingasasourceofcomprehensibleinput 30 38 Innatism Krashen s monitormodel Theaffectivefilterhypothesis 1 Affect referstosuchthingsasmotives needs attitudes andemotionalstates The affectivefilter isanimaginarybarrier whichpreventslearnersfromacquiringlanguagefromtheavailableinput Dependingonthelearner sstateofmindordisposition thefilterlimitswhatisnoticedandwhatisacquired Alearnerwhoisstressed upset anxious self conscious orunmotivatedmay filterout input makingitunavailableforacquisition 31 38 Innatism Krashen s monitormodel Theaffectivefilterhypothesis 2 Itappearstohaveimmediateimplicationsforclassroompractice Teachersshouldhelpstudentstolowertheaffectivefilterinlanguagelearning Italsoappealsintuitivelytothosewhohavetriedunsuccessfullytolearnalanguageinconditionswheretheyfeltstressedoruncomfortable However itisdifficulttobesurethataffectivefactorscausethedifferencesinlanguageacquisition 32 38 Innatism Krashen s monitormodel hypothesis theory SummaryKrashen s monitormodel i e acquisitionvs learning monitor naturalorder comprehensibleinput andaffectivefilter hasbeenveryinfluentialinsupportingcommunicativelanguageteaching CLT whichfocusesonusinglanguageformeaningfulinteractionandforaccomplishingtasks ratherthanonlearningrules MostteachersandresearchersseeKrashen shypothesesintuitivelyappealing butthosehypothesesarehardtobetestedbyempiricalevidence 33 38 Informationprocessing CognitivepsychologistsworkinginthismodelseeL2acquisitionasthebuildingupofknowledgesystemsthatenablesthelearnertousethelanguageautomatically Theydonotassumethatthereisadifferencebetweenacquisitionandlearning Twoimportantmodels attention processing noticing modelandrestructuringModel 34 38 Informationprocessing Attention processing noticing model Itisassumedthatthereisalimittotheamountofinformationahumancanpayattentiontoandlearnatonetime Gradually throughexperienceandpractice learnersbecomeabletousecertainpartsofthelanguageautomatically Automaticlanguageperformancemayoriginatefromintentionalorconsciouslearning i e noticing McLaughlin Schmidt Everythingwecometoknowaboutthelanguagewasfirst noticed consciouslybeforewelearnit 35 38 Informationprocessing RestructuringModel Sometimesthingswhichweknowanduseautomaticallymaynotbeexplainableintermsofagradualbuild upofautomaticitythroughpractice Theyseemrathertobebasedontheinteractionofknowledgewealreadyhave orontheacquisitionofnewknowledge withoutextensivepractice whichfitsintoanexistingsystemandcausesittoberestructured Thiscanleadtoapositiveornegativeoutcome e g Isaw Iseed or Isawed overapplyingthegeneralrule 36 38 Connectionism Connectionistsarguethatwhatisinnateissimplytheabilitytolearn notanyspecificallylinguisticstructure Theyattributegreaterimportancetotheroleoftheenvironmentinlanguagelearning andseetheinputastheprincipalsourceoflinguisticknowledge Eventually alearnerdevelopsstrongermental connections betweentheelementss hehaslearned andthusonesituationalorlinguisticelementwillactivatetheother s inthelearner smind 37 38 Connectionism FindingsofconnectionistResearch Alearningmechanismcannotonlylearnwhatithearsbutcanalsogeneralize eventothepointofmakingovergeneralization 过分概括 errors Thesestudieshavedealtalmostexclusivelywiththeacquisitionofvocabularyandgrammaticalmorphemes 词素 thatis aspectsofthelanguagewhichinnatistswillgrantmaybeacquiredlargelythroughmemorizationandsimplegeneralization 38 38 TheInteractionistPosition SLAtakesplacethroughconversationalinteraction Hatch Pica andLong LongseesmodifiedinteractionasthenecessarymechanismfortheL2acquisition Whatlearnersneedisnotnecessarilysimplificationofthelinguisticformsbutratheranopportunitytointeractwithotherspeakers Researchshowsthatnativespeakersconsistentlymodifytheirspeechinsustainedconversationwithnon nativespeakers 39 38 TheInteractionistPosition TherelationshipbetweenmodifiedinteractionandSLA Long 1 Interactionalmodificationmakesinputcomprehensible 2 Comprehensibleinputpromotesacquisition Therefore 3 Interactionalmodificationpromotesacquisition 40 38 TheInteractionistPosition Modifiedinteractioninvolveslinguisticsimplificationsandconversationalmodifications Examplesofconversationalmodifications elaboration slowerspeechrate gesture additionalcontextualcues comprehensionchecks clarificationrequests andself repetitionorparaphrase ResearchhasdemonstratedthatconversationaladjustmentscanaidcomprehensionintheL2 41 38 TheInteractionistPosition Vygotsky ssocioculturaltheoryLanguagedevelopmenttakesplaceinthesocialinteractionsbetweenindividuals L2learnersadvancetohigherlevelsoflinguisticknowledgewhentheycollaborateandinteractwithspeakersoftheL2whoaremoreknowledgeablethantheyare Lantolf Alearneriscapabletolearninthezoneofproximaldevelopment ZPD whenthereissupportfrominteractionwithamoreadvancedinterlocutor 42 38 TheInteractionistPosition ThedifferencebetweenVygotsky ssocialculturaltheoryandotherinteractionisttheories 43 38 Summary Thereisnoagreementona complete theoryofsecondlanguageacquisitionyet Eachtheoreticalframeworkhasadifferentfocusanditslimitations Behaviorism emphasizingstimuliandresponses butignoringthementalprocessesthatareinvolvedinlearning Innatism innateLAD basedonintuitionsInformationprocessingandconnectionism involvingcontrolledlaboratoryexperimentswherehumanlearningissimilartocomputerprocessing Interactionistposition modificationofinteractionpromoteslanguageacquisitionanddevelopment 44 38 45 TheoreticalApproachestoL1Acquisition Behaviorism SaywhatIsayInnatism It sallinyourmindInteractionist Developmentalperspectives Learningfrominsideandout 45 38 46 Behaviorism SaywhatIsay Skinner languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement Languagelearningistheresultof1 imitation word for wordrepetition 2 practice repetitivemanipulationofform 3 feedbackonsuccess positivereinforcement and4 habitformation Thequalityandquantityofthelanguagethatthechildhears aswellastheconsistencyofthereinforcementofferedbyothersintheenvironment wouldshapethechild slanguagebehavior 46 38 47 Behaviorism SaywhatIsay Children simitationsarenotrandom Theirimitationisselectiveandbasedonwhattheyarecurrentlylearning Theychoosetoimitatesomethingtheyhavealreadybeguntounderstand ratherthansimplyimitatingwhatisavailableintheenvironment Children spracticeofnewlanguageformsThewaytheypracticenewformsisverysimilartothewayforeignlanguagestudentsdosubstitutiondrills Theirpracticeoflanguageformsisalsoselectiveandreflectswhattheywouldliketolearn Theyareofteninchargeoftheconversationwithadults 47 38 48 Behaviorism SaywhatIsay However imitationandpracticealonecannotexplainsomeoftheformscreatedbychildren Childrendopickoutpatterns rulesandthengeneralizeorovergeneralizethemtonewcontexts seeexamplesonpp 13 14 Sohecandocmylittlebump showingtheunderstandingofthesuffix er or I mhiccingup showingtheunderstandingoftwo wordverbssuchas standingup and pickingup Father I dliketoproposeatoast Child I dliketoproposeapieceofbread Mother Iloveyoutopieces Child Iloveyouthreepieces Aredogscanwiggletheirtails Arethisishot YoutookallthetowelsawaybecauseIcan tdrymyhands 48 38 49 Innatism It sallinyourmind Chomskyarguesthatbehaviorismcannotprovidesufficientexplanationsforchildren slanguageacquisitionforthefollowingreasons Childrencometoknowmoreaboutthestructureoftheirlanguagethantheycouldbeexpectedtolearnonthebasisofthesamplesoflanguagetheyhear Thelanguagechildrenareexposedtoincludesfalsestarts incompletesentencesandslipsofthetongue andyettheylearntodistinguishbetweengrammaticalandungrammaticalsentences Childrenarebynomeanssystematicallycorrectedorinstructedonlanguagebyparents 49 38 50 Innatism It sallinyourmind LAD animaginary blackbox existingsomewhereinthebrain LADcontainsallandonlytheprincipleswhichareuniversaltoallhumanlanguages i e UniversalGrammar UG FortheLADtowork childrenneedaccessonlytosamplesofanaturallanguage whichserveasatriggertoactivatethedevice OncetheLADisactivated childrenareabletodiscoverthestructureofthelanguagetobelearnedbymatchingtheinnateknowledgeofbasicgrammaticalprinciples UG tothestructuresoftheparticularlanguageintheenvironment 50 38 51 Innatism It sallinyourmind EvidenceusedtosupportChomsky sinnatistposition Virtuallyallchildrensuccessfullylearntheirnativelanguageatatimeinlifewhentheywouldnotbeexpectedtolearnanythingelsesocomplicated i e biologicallyprogrammed Languageisseparatefromotheraspectsofcognitivedevelopments e g creativityandsocialgrace andmaybelocatedinadifferent module ofthebrain Thelanguagechildrenareexposedtodoesnotcontainexamplesofallthelinguisticrulesandpatterns Animalscannotlearntomanipulateasymbolsystemascomplicatedasthenaturallanguageofa3 or4 year oldchild Childrenacquiregrammaticalruleswithoutgettingexplicitinstruction Therefore children sacquisitionofgrammaticalrulesisprobablyguidedbyprincipleofaninnateUGwhichcouldapplytoalllanguages 51 38 52 Innatism It sallinyourmind Thebiologicalbasisfortheinnatistposition TheCriticalPeriodHypothesis CPH Lenneberg Thereisaspecificandlimitedtimeperiod i e criticalperiod fortheLADtoworksuccessfully ThebestevidencefortheCPHisthatvirtuallyeverychildlearnslanguageonasimilarscheduleinspiteofdifferentenvironments 52 38 53 Innatism It sallinyourmind Threecasestudiesofabnormallanguagedevelopment evidenceoftheCPH Readthecasestudiesonpp 19 21 Victor aboyofabout12yearsold 1799 Genie agirlof13yearsold 1970 Deafsigners nativesigners earlylearners vs latelearners 53 38 54 Interactionist developmentalPerspectives Learningfrominsideandout ProblemsofInnatism Theinnatistsplacedtoomuchemphasisonthe finalstate i e thelinguisticcompetenceofadultnativespeakers butnotenoughonthedevelopmentalaspectsoflanguageacquisition Languageacquisitionisanexampleofchildren sabilitytolearnfromexperience Whatchildrenneedtoknowisessentiallyavailableinthelanguagetheyareexposedto 54 38 55 Interactionist developmentalPerspectives Learningfrominsideandout Thispositionviewsthatlanguagedevelopsasaresultofthei