语言学 二语习得.ppt

CHAPTERTWELVELANGUAGEACQUISITION 1 WhatisLanguageAcquisition 2 Contrastiveanalysis3 Erroranalysis4 Interlanguage5 ComprehensibleInputandL2Acquisition6 IndividualfactorsaffectingSLA 1 Whatislanguageacquisition thelearningandthedevelopmentofaperson slanguage Itisstudiedbylinguists psycholinguistsandappliedlinguiststoenablethemtounderstandtheprocessesusedinlearningalanguage helpidentifystagesinthedevelopmentalprocess andtogiveabetterunderstandingofthenatureoflanguage Itfocusesonthestudyofthedevelopmentofphonology grammar vocabularyandcommunicativecompetence Firstlanguage Secondlanguage Foreignlanguage Targetlanguagefirstlanguage L1 generallyaperson smothertongueorthelanguageacquiredfirst alsoknownasnativelanguage secondlanguage L2 alanguagewhichisnotanativelanguageinacountrybutwhichiswidelyusedasamediumofcommunicatione g ineducation ingovernmentandwhichisusuallyusedalongsideanotherlanguageorlanguages EnglishisdescribedasasecondlanguageincountriessuchasSingapore CanadaandNigeria foreignlanguage alanguagewhichistaughtasaschoolsubjectbutwhichisnotusedasamediumofinstructionnorasalanguageofcommunicationwithinacountrye g ingovernment business orindustry EnglishisdescribedasaforeignlanguageinChina Japan Franceetc targetlanguage alanguagewhichapersonislearning SecondLanguageAcquisition SLA ThestudyofSLA asanindependentfieldofinquiry startedinthelate1960 s andflourishedinthe1970 sand80 s perhapsasaresultoftheresurgenceofinterestintheinternalmechanismsofthelanguageteachingandlearningprocess 2 Contrastiveanalysis CAaproceduredesignedtofindoutthedifferencesandsimilaritiesbetweenlanguagesinordertohelpteachersandlearners andnotproduceerrorsatall Itwasdevelopedandpracticedinthe1950sand1960s Itwasmoresuccessfulinphonologythaninotherareasoflanguage anddeclinedinthe1970sasinterferencewasreplacedbyotherexplanationsoflearningdifficulties RoleofL1inL2Acquisition Languagetransfer theeffectofonelanguageonthelearningofanother Twotypesoflanguagetransfer Negativetransfer负迁移 alsoknownasinterference theuseofanativelanguagepatternorrulewhichleadstoanerrororinappropriateforminthetargetlanguage Negativetransfer interfereorhindertargetlanguagelearning Itisbelievedthatdifferencesbetweenthenativelanguageandthetargetlanguagewouldposedifficultiesinsecond foreignlanguagelearningandteaching e g Totouchthesociety Therearemorepeoplecometostudyinthestates Iwaityouatthegateoftheschool Positivetransfer 正迁移transferwhichmakeslearningeasier andmayoccurwhenboththenativelanguageandtargetlanguagehavethesameform Positivetransfer facilitatetargetlanguagelearninge g BothFrenchandEnglishhavethewordtable whichcanhavethesamemeaninginbothlanguages 3 Erroranalysisthestudyandanalysisoftheerrorsmadebysecondlanguagelearners Itisdevelopedasabranchofappliedlinguisticsinthe1960s andentereditsheydayinthe1970s Itsetouttodemonstratethatmanylearnererrorswerenotduttothelearner smothertonguebutreflecteduniversallearningstrategies Bythelate1970s erroranalysishadalreadybeenreplacedbystudiesofinterlanguage语际语言andSecondLanguageAcquisition Twotypesoferrors Intralingual语内errorsmainlyresultfromfaultyorpartiallearningofthetargetlanguage independentofthenativelanguage Intralingualerrorswereclassifiedinto over generalization概括过头theuseofpreviouslyavailablestrategiesinnewsituations 学生以为自己已经知道某一语言规则 但实际上并非真正了解 或者是由于他们的直觉 甚至是在其他场合的一些交际策略 e g walked watched washed rided goed doed eated Janeadvisemetogiveupsmoking Janetoldmetogiveupsmoking Janehopedmetogiveupsmoking Janesuggestedmetogiveupsmoking Ilosedthegame Therearetensheeps Iwasdevotedtodothisjob Cross association互相联想referstothephenomenonthatthecloseassociationofthetwosimilarwordsoftenleadstoconfusion e g Other another much many Itmayalsooccursatalllevelsoflanguagefromphonologicaltosyntactic e g Thecoffeeistoohottodrink Theappleistoosourtoeatit Interlingual语际errorsresultfromlanguagetransfer i e whichiscausedbythelearner snativelanguage e g Someoneisknockingthedoor Myopiniondifferswithyours Ishetired Tired What syourname MynameSmith Myfamilyhas5people Interlingualerrorsmainlyresultfromcross linguisticinterferenceatdifferentlevelssuchasphonological lexical grammaticalordiscoursaletc Forexamples a Substitutionof t for and d for three tree this dis b Shorteningoflongvowels sheep ship meet mit Erroreitherintentionallyorunintentionallyandself corrigible failureinperformance 4 Interlanguage中介语 S PitCorder LarrySelinker Interlangauge learners independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage Whatlearnersproduce correctorwrong areevidenceortheapproximationfromtheirfirstlanguagetothetargetlanguage 2020 3 15 19 可编辑 Itconsistsofaseriesofoverlapping重叠grammar eachonesharessomeruleswiththepreviouslyconstructedgrammar butcontainsomeneworrevisedrules CharacteristicsofinterlanguageInterlanguagehasthreeimportantcharacteristics systematicity permeabilityandfossilization Fossilization僵化Insecondorforeignlanguagelearning aprocesswhichsometimesoccursinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksandwritesalanguage Aspectsofpronunciation vocabularyusage andgrammarmaybecomefixedorfossilizedinsecondorforeignlanguagelearning Fossilizedfeaturesofpronunciationcontributetoaperson sforeignaccent 5 ComprehensibleInputandL2AcquisitionAccordingtoKrashen sInputHypothesis insecondorforeignlanguagelearning learnersacquirealanguagealongthenaturalorderbyunderstandinginputthatcontainstructuresalittlebitbeyondtheircurrentlevelofcompetence comprehensibleinputisnecessaryforacquisitiontotakeplace butitisnotsufficient Learnersalsoneedtobewillingtointernalizetheinputtheycomprehend 美国南加州大学语言学系教授克拉申 Krashen 的输入假设理论认为 只要接受到足够的语言输入 而且这些输入又是可以理解的 comprehensive 人们就可以习得语言 如果人们的语言水平为i 他们接触到大量含有i 1的语言输入 他们的语言水平就会从i向i 1提高 TwomeansofsecondlanguagelearningAcquisitionisaprocesssimilartothewaychildrenacquiretheirfirstlanguage itisasubconsciousprocesswithoutminutelearningofgrammaticalrules Learningisaconsciouslearningofthesecondlanguageknowledgebylearningtherulesandtalkingabouttherules ComprehensibleInput i 1irepresentslearner scurrentstateofknowledge thenextstageisi 1 Byprovidingcomprehensibleinputwhichisbithigherthanthelearner scurrentlevel thelearners LanguageAcquisitionDevice LAD语言习得机制willbeactivated激活andcontributetoacquisition Input output intakeInput languagewhichalearnerhearsorreceivesandfromwhichapersoncanlearn Thelanguagealearnerproducesisbyanalogycalledoutput Intake吸收的语言isinputwhichisactuallyhelpfulforthelearner Someofthelanguage i e input whichalearnerhearsmaybetoorapidordifficultforthelearnertounderstand andthereforecan tbeusedinlearning i e cannotserveasintake 6 IndividualfactorsaffectingSLAAgeofAcquisition anearlyperiodofone slifeuntiltheageofpuberty青春期 duringwhichlanguageacquisitionforallnormalchildrenisnatural effortlessandsuccessful LearningstrategiesLanguageaptitudeseeDaiP169 语言潜能 languageaptitude 定义 学习者所具备的某种能力倾向 包括 语音能力 语法能力 推理能力 Chomsky的语言能力 languagecompetence 语言是天赋 语言能力即是一种语法能力 是一种普遍语法 从语言知识角度来看 婴儿学习母语是一个从无到有的过程 从普遍语法到个别语法的过程 而外语学习则是在具备了一套具体语言规则的基础上进行 已有的语言知识不可避免地成为学习外语的参照系 原有语言知识必然发生迁移 Hymes的交际能力 communicativecompetence 语言使用者根据社会情景因素恰当运用语言规则的能力 从交际能力的角度来看 婴儿学习母语是一个社会化的过程 是一个确定自己社会角色 接受社会规范和文化价值的过程 而对外语学习者来说 他的社会身份已经确定 语言中的指示转移规则已经掌握 外语交际涉及到了跨文化问题 语言规则和交际准则的矛盾凸现出来 Motivation学习动机动机属于情感因素之一 从教育心理学角度讲 学习过程中影响学习效果的最大因素之一就是学习者的情感控制 定义 所谓动机就是对某种活动有明确的目的性 为达到该目的而作出的一定努力 分类 综合型动机 integrativemotivation 学习者对目的语社团有特殊兴趣 期望参与或融入该社团的社会生活 工具型动机 instrumentalmotivation 学习者为了某一特殊目的 如通过某一考试 获得某一职位等 态度态度的定义 1 认知成分 即对某一目的的信念 2 情感成分 即对某一目标的好恶程度 3 意动成分 即对某一目标的行动意向及实际行动 动机和态度与外语习得之间关系研究达成的共识 1 动机和态度是决定不同学习者取得不同程度成功的主要因素 2 动机和态度的作用与能力的作用不是一回事 最成功的学习者是既有才华又有强烈学习动机的人 3 有些情况下 综合型动机有助于成功掌握外语 有时工具型动机也可以 有时两种同时起作用 4 动机类型与社会环境有关 5 动机和态度主要影响外语习得速度 对习得程序并无影响 Criticalperiodhypothesis关键期假说 thetheorythatinchilddevelopmentthereisaperiodduringwhichlanguagecanbeacquiredmoreeasilythanatanyothertime AccordingtothebiologistLenneberg thecriticalperiodlastsuntilpuberty aroundage0f12or13years andisduetobiologicaldevelopment Lennebergsuggestedthatlanguagelearningmaybemoredifficultafterpubertybecausethebrainlackstheabilityforadaptation This hebelieves wasbecausethelanguagefunctionsofthebrainhavealreadybeenestablishedinaparticularpartofthebrain 关键期假说 criticalperiodhypothesis 儿童大脑有一个逐渐成熟 功能逐渐固化的过程 Lenn