Unit9Instruction and L2 acquisition（课堂PPT）

Unit9InstructionandL2acquisition,10英教2班-任思敏40黄小连11徐小惠26邓玉娟15黄国妹24陈燕霞1,1,WhatisoneofthegoalsofL2?Toimprovelanguagesteaching,ResearchersstudiedwhatimpactteachinghasonL2learningInthischapterwewillconsiderthreebranchesofthisresearch,2,Impactteaching,Threebranches:TeachingleanersgrammerWheatherteachinglearnergrammarhasanyeffectontheirinterlanguagedevelopment.Dolearnerslearnthestructurestheyaretaught?IndividuallearnerdifferencesDolearnerlearnbetterifthekindofinstructiontheyreceivematchestheirpreferredwaysoflearninganL2?StrategytrainingDoesithelptoteachlearnershowtousethelearningstrategiesemployedbygoodlanguagelearners?,3,Form-focusedinstruction(语言形式教学）,TraditionallyLanguagepedagogy(语言教育学）hasemphasizedform-focusedinstructionMorerecentlyLanguagepedagogyhasemphasizedtheneedtoprovidelearnerswithrealcommuicativeexperiences,4,CommunicativeLanguageTeaching:Noplaceatallforthedirectteachingofgrammar,Twokeyquestions:Doesform-focusedinstructionwork?Whatkindofform-focusedinstructionworkbest?,Becauselearnersdonotneedtobetaughtgrammarbeforetheycommunicatebutwillacquireitnaturallyaspartoftheprocessoflearningtocommunicate.,5,Doesform-focusedinstructionwork?,6,Oneway-toinvestigatewhetherformalinstructionhasanyeffectoninterlanguage(中介语)istocomparethedevelopmentofuntutoredandtutoredlearners.1、IfwefindnodifferencesintheorderandsequenceofL2acquisitionthiswouldsuggestthatform-focusedinstructionhasnoeffect.2、Ontheotherhand,theexistenceofdifferenceswouldsuggestthatform-focusedinstructiondoeshaveanimpact.,7,Inonesuchstudy,TeresaPicacomparedtheregroupsofL2learners:anuntutoredgroupatutoredgroupamixedgroup,8,Thetutoredgroupwasmoreaccurateonplural-sthantheuntutoredgroupbutlessaccurateonprogressiveverb-ing.Themixedgroupwasintermediate(中间的)inbothcases.,Incontrast,therewerenoaccuracydifferencesamongthethreegroupsonarticles.,9,formallysimpleandmanifestsastraightforwardform-functionrelationship(asinthecaseofpural-s)instructionmayleadtoimprovedaccuracy.formallysimpleandsalientbuisfunctionallyfairlycomplex(asisthecasewithprogressive-ing)instructionmayhelplearnerstolearntheformbutnotitsusesolearnersendupmakingalotoferrors.lackssaliencyandisfunctionallyverycomplex(asisthecasewithEnglisharticles)structionhasnoeffectatall.,10,Thequestionis-howsignificanttheeffectsofinstructionactuallyare.Onlyiftheinstructioncanbeshowntoenablelearnerstoconstruct“rules”canitbesaidtohaveaneffectonthetheirunderlyingcompetence.Instructionmaybeeffectiveinteachingitemsbutnotinteachingsystems,particularlywhenthesearecomplex.,Anyway,itembutnotsystem,11,Strongtheoreticalgroundsforbelievingthatinstructionswillnothaveanylong-lastingeffectonthewayinwhichlearnersconstructtheirconstructtheirinterlanguagesystems.Learnersappeartopossesssomekindof“built-insyllabus”thatregulates（控制）howandwhentheyacquireparticulargrammaticalstructures.Itspossiblethatthis“syllabus”isnotamenable(服从于)tomodificationfromtheoutside.,12,Theclaimcanbetestedbytwoways.1.Bywhetherinstructionhasanyeffectonthesequenceofacquisitionofparticulargrammaticalstructures.Onewayofdoingthisisbycomparingtutoredanduntutoredlearners.,13,Result:Thesequencewasthesamesuggestingthattheinstructionhadhadnoeffectontheprocessingstrategiesinvolvedintheacquisitionoftheseword-orderrules.Theinstructedlearnersseemedtofollowtheirownsyllabus.However,theyproceededthroughthissyllabusmorerapidlythantheuntutoredlearnersandweremorelikelytoreachthefinalstage.,14,2.Bydesigninginstructionalexperimentstoseeifteachingaparticularstructureresultsinitsacquisition.ManfredPienemann:Investigatedwhetherform-focusedinstructionledtoagroupoften-year-oldchildrenacquiringoneoftheGermanwordorderrules(theinversionrule).Results:Highlysuggestive.,15,16,Teachabilityhypothesis,Thishypothesispredictsthatinstructioncanonlypromotelanguageacquisitioniftheinterlanguageisclosetothepointwhenthestructuretobetaughtisacquiredinthenaturalsettings.,17,Teachabilityhypothesis,Suggeststhat,Instructiondoesnotsubvert(推翻)thenaturalsequence（顺序）ofacquisitionbutratherhelpstospeeduplearnerspassagethroughit.,？,18,Pienemannsresearchshowsthatform-focusedinstructiononacquisition.,canhaveaneffect,Buthowdurablearetheseeffects?,19,Twocases,1、Progressiveingrevealthatinstructioncausedlearnerstoincreasetheiruseofitintheircommunicativespeech,Oftenincorrectlybutshort-lived,2、Placeanadverbbetweentheverbandthedirectobjectofasentence,Initialgainsinaccuracydisappearedovertime.,20,Otherstudieshaveshownthat-instructioncanhaveeffectsthatarebothbeneficialandlong-lasting.Example:acarefullydesignedsetofmaterialsforteachingthedistinctionbetweentwoFrenchverbtensesresultedincleargainsinaccuracyimmediately.Thelearnersabilitytousetheseverbformscorrectlywentonimproving.So,theacquisitionofatleastsomelinguisticstructurescanbepermanently(永久地)influencedbyinstruction.,21,Whysomestructuresseemtobepermanently(永久地)affectedandothersarenot?Threepossibilities:1,Itdependsonthenatureoftheinstruction.2,Itdependsonthenatureofthetargetstructure.3,long-lastingeffectsoccuronlywhenlearnershavesubsequent随后的opportunitiestohearandusethetargetstructuresincommunication.,22,Sofar,wehaveconsideredwhetherlearnerslearnwhattheyhavebeentaught.However,itisclearlynotpossibletoteachlearnersalltherulesofthegrammarofalanguage.Therearesimplytoomany.What,though,ifteachinglearnersonegrammaticalstructuretriggers(vt.引发，引起）acquisitionofoneormoreotherstructures?Thisisdistinctpossibilitygiventhatsomegrammaticalstructuresseemtobeimplicated（vt.牵连，涉及）witheachother.,23,Forexample,accordingtotheaccessibilityhierarchy（易接近的层次）,theexistenceofamarkedrelativepronoun(代词）functioninalanguageimplicatestheexistenceofotherlessmarkedfunctions.Aswehavealreadyseen(page64),thisseemtoholdtrueforinterlanguages.Anintriguing（引起好奇心的；令人感兴趣的；有迷惑力的）possibility,therefore,isthatiflearnerscandiscoverthatthetargetlanguagepermitsamarkedfunctiontheywillbeabletogeneralizethisknowledgetotheunmarked（没有标志的，未被注意到的）functions.,24,Anumberofstudieshaveexploredthispossibilitywithinterestingresults.Teachinglearnersarelativelymarkedfunction，suchasindirectobject，doesappeartotriggeracquisitiono