SecondlanguageacquisitionPPT学习课件学习课程

1、 Second-language acquisition ( SLA) refers to both the process and study of developing the ability to use a language other than the native language(Nl or N1). 第1页/共36页第一页，编辑于星期六：二十点 七分。Second language refers to any language learned in addition to a persons first language. Although the concept is nam

2、ed second language acquisition, it can also incorporate the learning of the third, fourth or subsequent languages. Second language acquisition refers to what learners do,not practices in language teaching.第2页/共36页第二页，编辑于星期六：二十点 七分。 history processinfluencial factors第3页/共36页第三页，编辑于星期六：二十点 七分。History

3、As SLA began as an interdisciplinary field, it is hard to pin down a precise starting time. However, there are two publications in particular that are seen as instrumental to the development of the modern study of SLA: Pitt Corders essay The Significance of Learners Errors (1967) Larry Selinkers art

4、icle Interlanguage(1972)第4页/共36页第四页，编辑于星期六：二十点 七分。Corders essay rejected a behaviorist account of SLA and suggested that learners make use of intrinsic internal linguistic processesSelinkers article argued that second language learners possess their own individual linguistic systems that are indepen

5、dent from both the first and second languages. 第5页/共36页第五页，编辑于星期六：二十点 七分。In the 1970s the general trend in SLA was for research exploring the ideas of Corder and Selinker, and refuting behaviorist theories of language acquisition,like research into error analysis, studies in transitional stages of s

6、econd-language ability, and themorpheme studies investigating the order in which learners acquired linguistic features. The 70s were dominated by naturalistic studies of people learning English as a second language.第6页/共36页第六页，编辑于星期六：二十点 七分。 By the 1980s, Stephen Krashen put forward the Input Hypoth

7、esis,becoming the prominent paradigm. Krashen suggested that language acquisition is driven solely by comprehensible language input that learners can understand,which was influential in this field and also had a large influence on language teaching, but it left some important processes in SLA unexpl

8、ained. Research in the 1980s was trying to fill in these gaps. Some approaches included Lydia Whites descriptions of learner competence,and Manfred Pienemanns use of speech processing models and lexical functional grammar to explain learners output. This period also saw the beginning of approaches b

9、ased in other disciplines, such as the psychological approach of connectionism.第7页/共36页第七页，编辑于星期六：二十点 七分。In the 1990s, a host of new theories introduced to the field, such as Michael Longs interaction hypothesis, Merrill Swains output hypothesis, and Richard Schmidts noticing hypothesis. However, th

10、e two main areas of research interest were linguistic theories of SLA based upon Noam Chomskys universal grammar, and psychological approaches such as skill acquisition theory and connectionism. The 1990s also saw the introduction of sociocultural theory, an approach to explain second-language acqui

11、sition in terms of the social environment of the learner. 第8页/共36页第八页，编辑于星期六：二十点 七分。 In the 2000s, research was focused on much the same areas as in the 1990s, with research split into two main camps of linguistic and psychological approaches. VanPatten and Benati do not see this state of affairs as

12、 changing in the near future, pointing to the support both areas of research have in the wider fields of linguistics and psychology, respectively. 第9页/共36页第九页，编辑于星期六：二十点 七分。The process of second language acquisition第10页/共36页第十页，编辑于星期六：二十点 七分。 As we progressed in the research and expanded understandi

13、ngs of second language acquisition in the form of house to represent the form of a process. We decided to have a person go through the motions of getting ready in the morning to explain how second language acquisition works. 第11页/共36页第十一页，编辑于星期六：二十点 七分。1、the beginning stage：input2、what the input goe

14、s through3、the competence intake 4、the personal styles and personality5、the strategies 6、competence 7、comprehension and production 8、do the output 9、context第12页/共36页第十二页，编辑于星期六：二十点 七分。an alarm clock-awaken It served to wake up them, which is how they start their day set your alarm clock for differen

15、t times depending on the situation they can go through the motions of acquiring their second language when starting The input represents different things:a teacher, textbook, materials, other classmates, nonverbal stimulus, yourself, or something outside of the classroom as different form第13页/共36页第十

16、三页，编辑于星期六：二十点 七分。Wardrobe-go through inputDepending on which outfit the person chooses, then that is the designated form of what input has gone through at that time. the Affective Filter, Language Acquisition Device, intelligence, aptitude, and previous experience. These factors can either hinder or

17、 help the input on its way to long-term storage 第14页/共36页第十四页，编辑于星期六：二十点 七分。Stairs- inferred competence intake Each stair that the person travels onto is a different form of intake that helps them develop their second language a lot more effectively. Forms of Intake including phonological rules, gra

18、mmatical rules, discourse rules, sociolinguistic rules, pragmatic rules, reception rules, production rules, interlanguage system, and declarative knowledge build for stronger language learners and be able to understand the material more effectively 第15页/共36页第十五页，编辑于星期六：二十点 七分。Washing in bathroom -pe

19、rsonal styles The way someone washes their face in the morning follows a certain style. They can use soap and a washcloth, lather up soap in their hands, just use water, etc. SLA happens differently for every person depending on their own personal styles and on certain factors:problem-solving strate

20、gies, cognitive functions, their personality, and input generators. The style of how they acquire second languages can differ greatly.第16页/共36页第十六页，编辑于星期六：二十点 七分。brushing teeth -different strategies They use different strategies to have a nice and clean mouth. They choose different types of toothbru

21、shes, different toothpastes, etc. Depending on the different strategies chosen, they may have different outcomes including breath quality (good or bad) and teeth cleanliness (white to yellow). Several categories strategies can be direct, memory, affective, social, or metacognitive and self-evaluatio

22、n . These strategies of SLA are methods of how we learn languages 第17页/共36页第十七页，编辑于星期六：二十点 七分。Mirror -the competence The mirror fit well because it relies on confidence and self-esteem, which can be parts of someones personality. If they have low-self esteem they may look at themselves and not belie

23、ve that they can perform a task which will make their competence at that task decrease. Competence changes depending on how much they understand the model presented, and the ability to perform the language chosen. It is not necessarily performance itself, but the ability to perform. This varies, aga

24、in by such factors as personality 第18页/共36页第十八页，编辑于星期六：二十点 七分。cupboards in the kitchen - comprehension and production The cupboards represent extroversion, anxiety, risk-taking, and empathy factors within a person. Inside the cupboards lie the performance and comprehension types, which seemed very f

25、itting. If they are more extroverted, they may take more risks, and then produce more parts of their second language because they lack the fear of prosecution by their peers. Also, if someone does not take risks and has high anxiety within the classroom, they may understand the material and comprehe

26、nd it, but they may never use it in production because they fear the prosecution of their classmates. 第19页/共36页第十九页，编辑于星期六：二十点 七分。In the kitchen-choose production and comprehension types Different factors in the kitchen could affect the output while it is happening. For example, the person can read

27、a newspaper while eating their cereal, listen to the radio, watch television, or just sit in solitude. Types of output are speaking, writing, listening, and reading. While doing each type of output the person goes through different processes. These strategies can include such factors as scanning, sk

28、imming, keyword attention, nonverbal, prefab patterns, self-practice, dictionary use, appeal to authority and error monitoring,of which could affect how the output comes out.第20页/共36页第二十页，编辑于星期六：二十点 七分。the weather outside-context When the person first wakes up in the morning and looks out their wind

29、ow they are put into an instant mood. If it is sunny outside they may be chipper and willing to learn that day, but if it is grim outside, then maybe they do not want to learn at all. The context is outside factors that affect your language acquisition, but you do not really have any control over. F

30、or example, some context factors would be dialect, style, register, formality, relationship, or function. These factors can affect your ability to learn by changing your attitude about the language, or the way you learn the language 第21页/共36页第二十一页，编辑于星期六：二十点 七分。Factors that influences second languag

31、e acquisition第22页/共36页第二十二页，编辑于星期六：二十点 七分。External factorsInternal factorsIndividual variation第23页/共36页第二十三页，编辑于星期六：二十点 七分。External factorsInput and interaction 1. The primary factor affecting language acquisition appears to be the input that the learner receives . 2. Stephen Krashen takes a very st

32、rong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition. 3.Researchers have also pointed to interaction in the second language as being important for acquisition. According to Longs interaction hypothesis the conditions f

33、or acquisition are especially good when interacting in the second language 第24页/共36页第二十四页，编辑于星期六：二十点 七分。 Social aspects1.Although the dominant perspective in second-language research is a cognitive one, from the early days of the discipline researchers have also acknowledged that social aspects play

34、 an important role. 2.Rod Ellis, this plurality has meant that sociolinguistic SLA is replete with a bewildering set of terms referring to the social aspects of L2 acquisition. 3.There have been several models developed to explain social effects on language acquisition : Schumanns acculturation mode

35、l Gardners socio-educational model Nortons theory of social identity 第25页/共36页第二十五页，编辑于星期六：二十点 七分。Internal factors Cognitive approaches1.The dominant model in cognitive approaches to second-language acquisition : the computational model 2.The mental processes that underlie second-language acquisitio

36、n can be broken down into micro-processes and macro-processes .第26页/共36页第二十六页，编辑于星期六：二十点 七分。Sociocultural approaches sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. it is a theory of mind and not of

37、general social explanations of language acquisition . The origins of sociocultural theory lie in the work of Lev Vygotsky, a Russian psychologist .第27页/共36页第二十七页，编辑于星期六：二十点 七分。Linguistic approaches Two main strands of research can be identified in the linguistic tradition : Typological universals un

38、iversal grammar 第28页/共36页第二十八页，编辑于星期六：二十点 七分。Individual variation More recently research has focused on a number of different factors that affect individuals language learning, in particular strategy use, social and societal influences, personality, motivation, and anxiety. The relationship between

39、age and the ability to learn languages has also been a subject of long-standing debate. The learners attitude to the learning process has also been identified as being critically important to second-language acquisition. Social attitudes such as gender roles and community views toward language learn

40、ing have also proven critical . the motivation of the individual learner is of vital importance to the success of language learning .第29页/共36页第二十九页，编辑于星期六：二十点 七分。The Role of the First Language in Second Language Acquisition First language influence appears to be strongest in complex word order and i

41、n wordfor-word translations of phrases. Evidence for this generalization comes from several sources. Duskova (1969), for example, studied written errors in the compositions of Czech postgraduate students and concluded that interference from the mother tongue. was plainly obvious in errors of word or

42、der and sentence construction (p.18), a common example being the placement of the direct object after an adverbial, as in I met there some Germans.第30页/共36页第三十页，编辑于星期六：二十点 七分。 First language influence is weaker in bound morphology. Duskova (1969) notes that errors in bound morphology (e.g. omission

43、of plurals on nouns, lack of subject-verb agreement, adjective-noun agreement) are not due to first language influence in her Czech students of EFL: Czech nouns do not distinguish singular and plural and in Czech the finite verb agrees with its subject in person and number. These errors are, rather,

44、 interference between the other terms of the English subsystem in question“.第31页/共36页第三十一页，编辑于星期六：二十点 七分。 First language influence seems to be strongest in acquisition poor environments. Dulay and Burt (1974b) and Gillis and Weber (1976) have demonstrated that first language influence is rare in child second language acquisition (but see below). On the other hand, studies that report a hi