新编简明英语语言学教程 第二版 戴炜栋11 Second Language Acquisition.ppt

Chapter11SecondLanguageAcquisition SecondLanguageAcquisition formallyestablisheditselfasadisciplinearoundthe1970s referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage Distinguishsecondlanguage foreignlanguage Connectionsbetweenfirstlanguageacquisition secondlanguageacquisition Thefirstlanguagestudyhasservedasabackcloth 背景 forperceivingandunderstandingnewfactsaboutsecondlanguagelearning Littlewood 1986 SLAisdifferentfromfirstlanguageacquisition Interlanguage 中介语 Contrastiveanalysis CA 对比分析 1960s Positivetransfer facilitatetargetlanguagelearningNegativetransfer interfereorhindertargetlanguagelearningItisbelievedthatdifferencesbetweenthenativelanguageandthetargetlanguagewouldposedifficultiesinsecond foreignlanguagelearningandteaching e g Totouchthesociety Therearemorepeoplecometostudyinthestates Iwaityouatthegateoftheschool ShortcomingsofCA TheCAwassoonfoundproblematic formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted Differences and difficulties arenotidenticalconcepts Erroranalysis EA Thecontrastiveapproachtolearners errorshasshednewlightonpeople sattitudes theerrorsaresignificantintellingtheteacherwhatneedstobetaught intellingtheresearcherhowlearningproceedsandthoseerrorsareameanswherebylearnerstesttheirhypothesesaboutthelanguagetobelearnt Twomainsortsoferrors Interlingualerrors 语际错误 受母语影响的错误 intralingualerrors 语内错误 Interlingualerrors Interlingualerrorsmainlyresultfromcross linguisticinterferenceatdifferentlevelssuchasphonological lexical grammaticalordiscoursaletc Forexamples a Substitutionof t for and d for three tree this dis b Shorteningoflongvowels sheep ship meet mit Intralingualerrors Theintralingualerrorsmainlyfromfaultyorpartiallearningofthetargetlanguage independentofthenativelanguage Twotypesoferrorshavebeenwellexploited overgeneralization cross association Overgeneralization Overgeneralization theuseofpreviouslyavailablestrategiesinnewsituations Walked watched washed rided goed doed eated Janeadvisedmetogiveupsmoking Janetoldmetogiveupsmoking Janehopedmetogiveupsmoking Janesuggestedmetogiveupsmoking Cross association互相联想 Cross associationreferstothephenomenonthatthecloseassociationofthetwosimilarwordsoftenleadstoconfusion e g Other another much many stalagmite石笋 stalactite钟乳石 Itmayalsooccursatalllevelsoflanguagefromphonologicaltosyntactic e g Thecoffeeistoohottodrink Theapricotistoosourtoeatit Errors mistakes Errors 错误 unintentionallydeviantfromthetargetlanguageandnotself corrigiblebythelearner failureincompetence Mistakes 失误 eitherintentionallyorunintentionallydeviantformsandself corrigible failureinperformance Interlanguage S PitCorder LarrySelinker Interlanguage learners independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage Whatlearnersproduce correctorwrong areevidenceortheapproximationfromtheirfirstlanguagetothetargetlanguage Characteristicsofinterlanguage Interlanguagehasthreeimportantcharacteristics systematicity permeability渗透性andfossilization Fossilization aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage Theroleofnativelanguagein2ndlanguagelearning Languagetransfer positivetransferisnottransfer butakindofmentalprocess 2ndlanguagelearningmodelsandinputhypothesis Behaviorismmodelemphasizestheroleofimitationandpositivereinforcement a nurture position Thementalistsortheinnativistsshifttoa nature positionbystressingthathumanbeingsequippedinnatelywithlanguageacquisitiondevice arecapableoflanguagelearningprovidedwithadequatelanguageinput Thesocialinteractionistsarguethatlanguageandsocialinteractioncannotbeseparated Individualdifferences Languageaptitude 语言能力 MotivationLearningstrategiesAgeofacquisitionPersonality Languageaptitude Languageaptitudereferstoanaturalabilityforlearningasecondlanguage Itisbelievedtoberelatedtoalearner sgeneralintelligence JohnCarrollidentifiedsomecomponentsoflanguageaptitude PhonemiccodingabilityGrammaticalsensitivityInductivelanguagelearningabilityRotelearningability 强记能力 Motivation Motivationcanbedefinedasthelearner sattitudesandaffectivestateorlearningdrive Ithasastrongimpactonhiseffortsinlearningasecondlanguage Generallyfourtypesofmotivationshavebeenidentified P164Instrumentalmotivation工具型动机Integrativemotivation融入型动机Resultativemotivation结果动机Intrinsicmotivation内在动机 Learningstrategies Learningstrategiesarelearners conscious goal orientedandproblem solvingbasedeffortstoachievelearningefficiency AccordingtoChamot 1986 Oxford 1990 threetypesofstrategieshavebeenidentified Cognitivestrategies analyzing synthesis综合推理andinternalizingwhathasbeenlearned Metacognitivestrategies planning monitoringandevaluatingone slearning Affect socialstrategies thewayslearnersinteractwithotherspeakers Cohen 1998 furtherdistinguisheslanguagelearningstrategiesandlanguageusingstrategies P 165 Ageofacquisition TheCriticalPeriodHypothesisRecentstudiessupportthehypothesisthatintermsoflearningachievementandgrammaticalitytheyoungerlearnersoutperformtheadults Personality Intermsofcommunicativeabilityratherthangrammaticalaccuracyorknowledgeofgrammaticalrules thepersonalitytraitssuchasextroversion talkative self esteem self confidencecanbefoundinsuccessfulsecondlanguagelearners asinthecaseofLiyang CrazyEnglish SLA itspedagogicalimpli