第二语言习得入门完整共7units课件

1、Introducing Second Language AcquisitionCourse PlanIntroducing Course PlanCourse Description Optional course for 3rd year students 2 credits 32 class hours Lecture + Presentations + Discussions + Projects Course PaperCourse Description Optional coCourse ObjectivesIt is an introductory course into the

2、 Second Language Acquisition (SLA) which provides Chinese students with some necessary knowledge and information about second language acquisition and learning. Course ObjectivesIt is an intr.Introduce SLA as an independent fieldReview the linguistic and pedagogical aspect of SLA Define the k

3、ey concepts of Second Language AcquisitionView critically the existing theories of SLACOURSE AIMS.Introduce SLA as an in5.6.7.Understand the individual learner differencesAnalyze the learner languageDiscuss the SLA research methodsCOURSE AIMS5.6.7.Understand the individuaTOPICS OF UNIT 1Unit 1 Intro

4、ducing Second Language Acquisition 1.1 What is Second Language Acquisition?1.2 Why is Second Language Acquisition Important?1.3 Which areas does Second Language Acquisition study?1.4 How long is the History of Second Language Acquisition?TOPICS OF UNIT 1Unit 1 TOPICS OF UNIT 2Unit 2 Reviewing Bases

5、of Second Language Acquisition2.1 Definition of Language2.2 Different Views about Language2.3 Nature of Learning2.4 Misconceptions of Learning2.5 Mystery of L1 AcquisitionTOPICS OF UNIT 2Unit 2 TOPICS OF UNIT 3Unit 3Defining Concepts of Second Language Acquisition3.1 What is Competence and Performan

6、ce?3.2 What is First Language, Second Language and Foreign Language?3.3 What is Acquisition and Learning?3.4 What is Input and Output?3.5 What is Interlanguage?3.6 What is Variability?3.7 What is Fossilization?3.8 What is Language TransferTOPICS OF UNIT 3Unit 3TOPICS OF UNIT 4Unit 4Theorizing Second

7、 Language Acquisition 4.1 Universal Grammar4.2 Interlanguage Theory4.3 Monitor Theory4.4 Connectionism 4.5 Construction Grammar4.6 Acculturation Model 4.7 Sociocultural TheoryTOPICS OF UNIT 4Unit 4TOPICS OF UNIT 5Unit 5Identifying Individual Learner Differences5.1 Learning Styles5.2 Learning Strateg

8、ies5.3 Learning Aptitude5.4 Learning Intelligence5.5 Learning Motivation5.6 Learner Personality5.7 Learning AgeTOPICS OF UNIT 5Unit 5TOPICS OF UNIT 6Unit 6Analyzing Learner Language6.1 Contrastive Analysis 1. Definition of CA 2. Basic Assumptions of CA 3. Three Hypotheses of CA 4. Approaches of CA 5

9、. Procedures of CA 6. Criticisms of CATOPICS OF UNIT 6Unit 6TOPICS OF UNIT 6Unit 6Analyzing Learner Language6.2 Error Analysis 1. Definition of EA 2. Basic Assumptions of EA 3. Procedures of EA 4. Application of EA in SLA 5. Criticisms of EATOPICS OF UNIT 6Unit 6TOPICS OF UNIT 6Unit 6Analyzing Learn

10、er Language6.3 Contrastive Interlanguage Analysis1. What is Learner Corpus2. Methods of Learner Corpus Research3. Tools of Learner Corpus Studies4. Findings and Implications of Corpus-based SLA ResearchTOPICS OF UNIT 6Unit 6TOPICS OF UNIT 7Unit 7Researching Second Language Acquisition 7.1 What is Se

11、cond Language Research?7.2 Types of SLA Research Methods7.3 Procedures of Second Language Research7.4 Conducting SLA ResearchTOPICS OF UNIT 7Unit 7ThanksThanksUnit 1Introducing Second Language AcquisitionUnit 1Introducing Unit PreviewUnit topic focus:definition of second language acquisitionaims of

12、second language acquisitionareas of second language acquisitionhistory of second language acquisitionUnit PreviewUnit topic focus:Pre-learning Tasks: 1. When do you begin to learn a foreign language? Do you feel it difficult or easy to learn a language as a child or adult? Why?2. Why are you motivat

13、ed to learn a foreign language?A. To learn it for fun B. To meet school requirements C. To improve personal quality and abilityD. To go abroad3. Combine web search with your own examples of learning in a PowerPoint presentation to show your experience and understanding of how to learn a foreign lang

14、uage well. Pre-learning Tasks: 1.1 What is Second Language Acquisition? Second language acquisition (SLA), is the processes by which people learn languages in addition to their native tongue(s) (Johnson & Johnson 1998). As one of the most important branches of applied linguistics, second language ac

15、quisition is a scientific discipline with a system of theories and practice.1.1 What is Second Language AcIts nature can be well understood from the following characteristics (Wang, 2000).Second language acquisition is an independent field in its own right.Second language acquisition is an interdisc

16、iplinary discipline in that it not only draws upon theories from a single science, but from several sciences such as sociology and psychology. 1.1 What is Second Language Acquisition?1.1 What is Second Language Ac3. Second language acquisition is an applied science. Its objective is to solve practic

17、al problems in language learning4. Second language acquisition is an empirical science. Like natural sciences, it uses experiments and quantitative or qualitative data for language research.1.1 What is Second Language Acquisition?1.1 What is Second Language Ac1.2 Why is Second Language Acquisition I

18、mportant? When we learn a second/foreign language, it is very important and necessary to understand the learner and learning. There are at least two reasons to investigate second language acquisition.To understand the SLA phenomena2. To apply SLA research in L2 learning & teaching1.2 Why is Second L

19、anguage Acq1.3 Which Areas Does Second Language Acquisition Study? 1.3 Which Areas Does Second LaInterlanguage refers to the L2 learners linguistic and pragmatic performance and products.Learner external factors include such external variables as social environment, family background, school facilit

20、ies, teacher conditions and teaching methods, etc.1.3 Which Areas Does Second Language Acquisition Study?1.3 Which Areas Does Second LaLearner internal factors contain such inner variables as aptitude, intelligence, learning styles, learning strategies, etc.4. Individual differences refer to L2 lear

21、ners age, gender, personality, motivation, native language proficiency level, second language level and so on. 1.3 Which Areas Does Second Language Acquisition Study?1.3 Which Areas Does Second La1.4 How long is the History of Second Language Acquisition?Second language acquisition is a relatively n

22、ew, interdisciplinary field of inquiry (Brown 1994). During the 1930s and 40s, many language teachers held a negative or doubtful attitude towards second language acquisition.It was until 1950s that SLA began to be studied in a systematic way. The interest in SLA increased enormously in the 1960s. I

23、t was an important center for research activities and information exchange for more than twenty years.From 1970s, the SLA reached climax and momentum was maintained ever since.1.4 How long is the History ofUnit Wrap-upSecond language acquisition, or SLA, is the processes by which people learn langua

24、ges in addition to their native tongue(s). Aims of SLA: To help to understand the learner and learning.Areas of SLA: include the interlanguage, the external, internal learner factors and the individual differences.History of SLA: SLA is very new branch of applied linguistics and enjoys a rather shor

25、t history, but develops fairly fast since its birth in the 1940s.Unit Wrap-upSecond language acFurther Readings: R. Ellis, (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.2. Gass, S, & L. Selinker, (2001). Second Language Acquisition: An Introductory Course. Lawrenc

26、e Erlbaum Associates.Further Readings: R. Ellis, (1ThanksThanksUnit 2Reviewing Bases of Second Language AcquisitionUnit 2Reviewing Bases of SeconUnit PreviewUnit topic focus:definition of languagedifferent views about language nature of learningmisconceptions of learningmystery of first language acq

27、uisitionUnit PreviewUnit topic focus:Pre-learning TasksSearch the internet to get the definitions of language and learning and explain them with examples to your classmates.Reflect on your own experience of learning the mother tongue. How do you understand the act of learning? Is language learning s

28、imilar to other types of learning? Why ?Pre-learning TasksSearch the iLanguage is a system of arbitrary vocal symbols used for human communication. (Wardhaugh 1977). What is Language?2.1 Language is a system of arbitBy system we mean the recurring patterns or arrangements or the particular ways or d

29、esigns in which a language operates. All elements in the system of language are arranged in accordance with certain rules; they can not be combined at will. By “arbitrary vocal symbols” it is meant that anything that represents something else is a symbol, for example, the dove is the symbol of peace

30、. Language consists of another type of symbols, sounds symbols or speech sounds. These symbols are not chosen for any particular reasons but at random.What is Language?2.1 By system we mean the recurrLanguage is used for human communication. Language is possessed only by human beings. Animals also h

31、ave communication systems such as the dance of bees and the bark of dogs. But no system of animal communication is characterized by duality, and few systems of animal communication use discrete arbitrary symbols. What is Language?2.1 In short, language is a unique system of communication, and it is

32、the cornerstone of society. Language is used for human comThe primitive viewlanguage is an organism: growth and change are of more interest than the static formal rules. language is writing: the written record of the language is the “purest” form. Speech is secondary and to be distrusted since it is

33、 ephemeral and degenerate. language is conventional: language is conventional and it is not only invented, but in its progressive advancement, it varies for the purposes of practical convenience.Different Views about Language2.2 The primitive viewlanguage is Views at the-turn-of-the-centurylanguage

34、is a system: each element of the language has a value only in terms of the rules under which it operates and in relation to all other elements. language is speech: the written system is no more than a crude approximation to the spoken language, secondary and derivative. language is conventional: lan

35、guage is partly rational, partly irrational and arbitrary.Different Views about Language2.2 Views at the-turn-of-the-centuThe structuralists view in the early 20th centurylanguage is speech: The structuralists declared that the speech is the language. The written record is but a secondary representa

36、tion of the language. language is a structural system: language is a system of forms, elements or items of which are combined in certain ways to create sentences.language is an arbitrary system: there is absolutely no relationship between the words and the objects they represent.Different Views abou

37、t Language2.2 The structuralists view in thThe mentalists view represented by N. Chomskylanguage is a system which relates meaning to substance: it emphasizes meaning in linguistic description. language is a mental phenomenon and innate: the innateness of language suggests a genetically imparted abi

38、lity for language learning. language is universal: all normal children acquire a mother tongue. At a highly abstract level, all languages must share some universal characteristics.Different Views about Language2.2 The mentalists view representThe functionalistsview represented by M. A. K. HallidayTh

39、e instrumental function serves to manipulate the environment.The regulatory function is the control of events.The representational function is the use of language to “represent” reality as one sees it.The interactional function serves to ensure social maintenance. Different Views about Language2.2 T

40、he functionalistsview represThe functionalistsview represented by M. A. K. HallidayThe interpersonal function allows a speaker to express feelings, emotions and personality.The interpersonal function allows a speaker to express feelings, emotions and personality.7) The imaginative function serves to

41、 create imaginary systems or ideas. Different Views about Language2.2 The functionalistsview repres2.3 Nature of Learning Learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction -Longman Dictionary of Contemporary English Learning is a relatively pe

42、rmanent change in a behavioral tendency and is the result of reinforced practice.-Kimble & Garmezy, 19632.3 Nature of Learning Le2.3 Nature of LearningLearning is acquisition or getting.2) Learning is retention of knowledge, information or skill.3) Retention implies storage systems, memory, and cogn

43、itive organization.4) Learning involves active, conscious focus on and acting upon events outside or inside the organism. Learning contains a number of characteristic features (Brown, 1994):2.3 Nature of LearningLearning2.3 Nature of Learning5) Learning is relatively permanent, but subject to forget

44、ting.6) Learning involves some form of practice, perhaps reinforced practice.7)Learning is a change in behavior. Learning contains a number of characteristic features (Brown, 1994):2.3 Nature of Learning5) Learn2.4 123Is learning a change in behavior?Is learning biological growth/ maturation?Is lear

45、ning mental development?Misconceptions of Learning4Is learning equal to thinking?2.4 123Is learning a change in2.4 1Is learning a change in behavior?Misconceptions of Learning Learning involves a particular or permanent kind of change in behavior and brain. Learning refers to the attaining of a new

46、association that is not only established just between external stimulus and response represented by SR. It may also bring about mental association between external stimulus and internal stimulus represented by Ss. Learning, on the other hand, is a purely internal event, and can be stored in the brai

47、n indefinitely even if it is never acted out in behavior. 2.4 1Is learning a change in b2.4 2Is learning biological growth/ maturation?Misconceptions of Learning Learning is more than a biological process and includes those changes that result from experience, and is a cognitive or psychological one

48、. Growth is a purely physical or biological process. Although much learning does occur in connection with growth/maturation, growth or maturation and learning are not the same thing. We cannot stop growth unless we kill the child. But learning can be controlled by human beings. We can refuse to lear

49、n.2.4 2Is learning biological gr2.4 3Is learning mental development?Misconceptions of Learning Learning is both positive and negative mental development. One distinction between learning and intellectual development is that learning involves the acquisition of either positive or negative association

50、s. But intellectual development is always a positive process, evolving from a lower stage to a higher one. Development may be partly biological, dependent on internal maturation whereas learning is purely psychological, dependent on the environment.2.4 3Is learning mental develo2.4 4Is learning equa

51、l to thinking?Misconceptions of Learning Learning is not the same as thinking, though there is no doubt that thinking can lead to learning. Learning may be overt or covert. Thinking is exclusively covert and unobservable. Covert thinking and covert learning are not the same thing. Thinking only occu

52、rs inside the black box (process) and involves active use of what has been learned before, whereas learning involves not only the black box (inner process) but also the whole internal and external process from SR. 2.4 4Is learning equal to thin2.5 What is first language acquisition? Mystery of L1 Ac

53、quisitionon origin: the language(s) one learned first the language(s) in which one has established the first long-lasting verbal contacts. on internal and external identification: the language(s) one identifies with/as a native speaker of/by others. on competence: the language(s) one knows best. on

54、function: the language(s) one uses most. 2.5 What is first language acq2.5 Mystery of L1 Acquisition Some people believe that L1 is acquired through imitation and practice; others argue that it is acquired through creative hypothesis-testing. The traditional assumption: the childs language has been

55、dependent on the models of his parents. But Chomsky contended that a child does not learn his first language by imitation but by creative hypothesis-testing of the linguistic input in the LAD. Findings in child language acquisition may help throw important lights on the difficult question of the ori

56、gin of human language, and the complex process of second or foreign language learning.2.5 Mystery of L1 Acquisition Unit Wrap-up这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本。Definition of language: Language is a system of arbitrary vo

57、cal symbols used for human communication.Definition of learning: learning is the acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.“Misconceptions of learning: learning is more than behavioral change, biological maturation, one-direction mental developmen

58、t, and thinking.Mystery of L1 acquisition: L1 acquisition is a biologically-based, natural and hypothesis-testing process. It is different in some ways from L2 acquisition.Unit Wrap-up这里输入文本，这里输入文本，这里输入Further Readings这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文

59、本，这里输入文本，这里输入文本，这里输入文本，这里输入文本。Kees deBot, Wander Lowie & Marjolijn Verspoor, (2006). Second language acquisition: An advanced resource book, New York: Routledge.Susan, G. & Jacquelyn Schachter. 2006. Linguistics Perspectives on Second Language Acquisition. Cambridge University Press.Further Readings

60、这里输入文本，这里输入文本，Thanks！Thanks！By Defining Concepts of Second Language AcquisitionUnit 3By Defining Concepts ofUnit PreviewKey concepts in this unit:competence and performanceFirst Language, Second Language and Foreign Language acquisition and learninginput and outputinterlanguagevariabilityfossilizati