第一章SLAIntroduction.ppt

SecondLanguageAcquisition,Introduction,DefinitionofSLA,Secondlanguageacquisitionisthestudyoflearninga2nd,3rd,4th,etc.languagehavinglearned/startedtolearnanL1.Thislearningmaytakeplaceinnaturalisticorclassroomsettings.Researcherslookatboththelanguageusedatvariousstagesoflearning(product)aswellasthementalprocessesandenvironmentalfactorsthatinfluencethatlearning(process)UnderstandingSLAisimportantforknowinghowtoapproachtheteachingof2nd/foreignlanguages,ObjectivesThiscourseseekstoprovidestudentswiththeoreticalbackgroundnecessarytounderstand,analyzeandreflectontheprocessoflearningasecondlanguageandasaresultofthis,identifyaproblemintheirteachingcontextandfindapossiblesolutionusingthetopicsandtheoriesseeninthiscourseassupportinginformation.,MoreSpecifics,Toinvestigatethemultiplefactorsthatinfluencelanguageacquisition.Toexaminevarioustheoriesthathavebeenofferedtoexplainthecomplexprocessesinvolvedinlearningaforeign/secondlanguage.Todiscusstheroleofinstructioninsecondlanguageacquisition.TodeveloptheoriesthatarespecifictothefieldofSLAthataimtoaccountforthemanyfacetsofnon-nativebehaviorTocriticallyreadandevaluateresearchonsecondlanguageacquisition.,WhystudySLA?,FieldofstudyinitsownrightSecondLanguageAcquisitionResearchisacomprehensive，yethighlyaccessiblestudywhichwillproveinvaluableforlanguageteachersandteachersintraining，aswellasstudentsinappliedlinguistics，linguistics，psychology，psycholinguisticsandforeignlanguageeducation.Thatstosay,thefindingsfromSLAresearchescanprovidesomeinsightstootherfieldsofstudy.,SLAandrelatedfields,second-languageacquisitionisasubdisciplineofappliedlinguistics.Itisbroad-basedandrelativelynew.acquisitionisalsocloselyrelatedtosociolinguistics,psychology,neuroscience,cognitivepsychology,andeducation.,SLAandlanguageteaching,SecondlanguageacquisitionisverydifferentinfocusfromsecondlanguageteachingInterestedinthelearnerassuch,notnecessarilyinwaysofteachingMaybenoteachinginvolvedinsomeSLA,Thesystematicstudyofhowpeopleacquireasecondlanguageisafairlyrecentphenomenon,belongingtothesecondhalfofthetwentiethcentury.(Ellis1997/2000),TypesofSLA,NaturalisticSLAAcquiringalanguagethroughparticipatinginaspeechcommunity,withoutformalinstructionClassroomorInstructedSLAAcquiringalanguagethroughformalinstructionCanbothhappentogetherNaturalisticusuallysecondversusclassroomoftenforeign,butnotalways,SLAabriefoverview,Itisdifficulttoidentifyaprecisedatewhenthefieldofsecondlanguageacquisitionresearchbegan,Researchonhowlanguagesarelearnedfromthe1940sonwardsitappearstohavedevelopedagreatdealsincethemid-1960s.TwopapersinparticularareseenasinstrumentaltothedevelopmentofthemodernstudyofSLA:PitCorders1967essayTheSignificanceofLearnersErrors,andLarrySelinkers1972articleInterlanguage.ThetermacquisitionwaspopularizedbyStephenKrashen,whomadeasharpdistinctionbetweenlearningandacquisitioninhis1982theoryofsecondlanguageacquisition.Heusedlearningtorefertotheconsciousaspectsofthelanguagelearningprocessandacquisitiontorefertothesubconsciousaspects.Bytheyear2010,second-languageacquisitionwasstudiedfromawidevarietyofdisciplinaryperspectives,andtherewasaproliferationofdifferenttheories.,inthe1960s,asaresultoftheinconclusivefindingsfromthecomparativestudies,adebateinpsychologyoverthenatureoflearningandarevolutioninlinguistics,achallengetothedominanceofresearchonlanguageteachingwastotakeplaceforthefirsttimeinrecenthistory,manyresearchersattentionwasshiftedfromtheteachingprocesstothelearningprocess.Itwasthisshiftinperspectivewhichintroducedanewresearchagendaandgavedefinitiontothefieldthathascometobeknownassecondlanguageacquisition.(LarsenFreeman1991/2000:5),Twoseminalpapers,S.P.Corder,1967.“Thesignificanceoflearnerserrors”inInternationalReviewofAppliedLinguistics.LarrySelinker,1972.“Interlanguage”inInternationalReviewofAppliedLinguistics.,Abriefhistoryofthefield:1960s,Thefieldsoflinguisticsandpsychologyunderwentradicalshifts.Behaviorismfelloutoffavor,andmentalismbecamethepredominantparadigm(范例)inlinguistics.ThefieldofSLAisoftenthoughttohavebegunwiththepublicationofanarticlebyCorder(1967)onlearnerlanguage.,Abriefhistoryofthefield:1970s,EmphasisontheacquisitionofgrammaticalmorphemesEmphasisoninnateuniversalsoflanguageacquisitionDe-emphasisoftheeffectsofthefirstlanguageonthelearningofasecondlanguageThefirsttheoryofsecondlanguageacquisition,Abriefhistoryofthefield:1980s,AreturntotherecognitionthatalearnersfirstlanguagecanaffectsecondlanguageacquisitioninimportantwaysEmphasisonvariablesthatcanaffecthowquicklyandhowwellapersonlearnsasecondlanguageMultiplenewtheoriesrelatedtosecondlanguageacquisitionAttentiontotheacquisitionofpragmaticsEmphasisoninput,Abriefhistoryofthefield:1990s,IncreasedattentiontovocabularyacquisitionEmphasisonform-functionmappingsIncreasedawarenessofthecomplexwaysinwhichvariablescaninteractIncreasedattentiontothedetailsoflearnersbackgrounds,theirlearningcontexts,andthespecificdecisionstheymakeintheirlearningprocessEmphasisoninteraction,SomeimportanttypesofquestionsSLAresearcherstrytoanswer,Questionsaboutthenatureoflearnersknowledge/competenceQuestionsabouttheprocessesofsecondlanguageacquisitionQuestionsaboutsecondlanguageperformanceQuestionsaboutlearnervariablesQuestionsaboutlanguageinstructionQuestionsaboutotherfactorsthatmayaffectsecondlanguageacquisition,Questionsaboutthenatureoflearnersknowledge/competence,Whatisthenatureoflearnersknowledgeoftheirinterlanguages?(individualandgroupdescriptions)Whatarethesourcesofthatknowledge?(e.g.,L1,TL,universals,creativehypotheses),QuestionsabouttheprocessesofSLA,HowdoesthatknowledgechangeovertimeandwithincreasedexposuretotheTL?WhatisthebeginningstateofILknowledge/competence?WhatistheendstateofSLA?,Questionsaboutsecondlanguageperformance,Whatarethecomponentsoflanguageproficiency?Isthereadifferencebetweencompetenceandproficiency?,Questionsaboutlearnervariables,Whattypesoflearnerslearnbest?Whatarethemosteffectivewaysoflearningasecondlanguage?,Questionsaboutlanguageinstruction,Whatarethemosteffectivewaysofteachingalanguage?Whattypesofteachersteachbest?,QuestionsaboutotherfactorsthatmayaffectSLA,Doesageaffecthowquicklyandhowwellapersoncanlearnasecondlanguage?Domotivation,attitude,andanxietyaffecthowquicklyandhowwellapersoncanlearnanotherlanguage?Doesapersonsfirstlanguageaffecttheacquisitionofasecond?Doesthe(perceived)typologicaldistancebetweenthefirstandsecondlanguagemakeadifference?Whatislanguagelearningaptitude,andcanitbeincreasedinalearner?Doesthelinguistic,social,andsituationalcontextaffectsecondlanguageacquisition?,Themaintopicsthatwillbedealtwithinthiscourse,IntroductiontothecourseIntroductiontoLinguisticsLearningtheoriesFirstlanguageacquisitionUniversalgrammarKrashenstheoryofsecondlanguageacquisitionLearnerslanguage(interlanguage)SecondLanguageLearningintheClassroom(instructedSLA)AgeandSLA(biologicalissuesrelatedtoSLA)LearningstrategiesLearningstylesAffectiveaspectsinSLA(i.e.attitude,motivation,personality)SelfaccesslearningMultipleintelligencetheoryandSLACulturalacquisition,ReadingList,Brown,H.D.PrinciplesofLanguageLearningandTeachingM.Beijing:BeijingForeignLanguageTeachingandResearchPress,2002.Cook,V.LinguisticsandSecondLanguageAcquisitionM.NewYork:St.MartinsPress，1993Dulay,H.,Burt,M.,&Krashen,S.LanguageTwoM.Oxford:OxfordUniversityPress，1982Ellis,R.UnderstandingSecondLanguageAcquisition.Oxford:OUP,1985.Ellis,R.).TheStudyofSecondLanguageAcquisition.Oxford:OxfordUniversityPress，1994Gass,S.&Selinker,L.SecondLanguageAcquisition:AnIntrodu