应用语言学(4)课件

1、 Applied Linguistics (4)1. Review and presentation2. Language in psychology and its impact on LT & LL 3. Theories of L1 acquisition4. Bermans three stages of L1 acquisition 5.桂诗春s four stages for LA6. Sterns summary about process of LA7. Distinction between LA and FLL8. Learning ProcessLanguage in p

2、sychology and its impact on LT & LL Definition of psychology: Science or study of the mind and how it functions. Language in psychology and its impact on LT & LL 1. Before WWI (focus on 3 areas) a. concerned with a sense of perception (感知)（the recognition and understanding of events, objects, and st

3、imuli through the use of senses such as sight, hearing, touch, etc.） b. language and ethnic psychology （种族的） c. development of speech in early childhoodLanguage in psychology and its impact on LT & LL 2. Interwar period study concerned with (2) 1. linguistic processes as a verbal behavior, habits or

4、 skills (处理) 2. differences of mental development which could account for individual differences in language development, such as nature vs nurture (天生) （培养） Language in psychology and its impact on LT & LL3. After WWII Psycholinguistics came into being. Concerned about the learning, memory, thinkin

5、g and intelligence （4 areas）Three things we are interested in:a. What theories and views of psycholinguistics can be connected with LT & LL? b. What is their impact on LT & LL?c. How should L teachers apply them to teaching & learning?Language in psychology and its impact on LT & LL5. Scope of Psych

6、olinguistics: (three areas) 1) Brain and language ( Study of Relation) 采用现代技术确定大脑的语言区 MRI（magnetic resonance imagery 磁共振成相术 了解大脑的语言区） left hemisphere A. 美国人 Edwin Smith 1862得到埃及人的公元3000年前的记录，提到语言能力的丧失与头部外伤有关 （最早提到失语症） B. Broca 1863 法国人 宣布“布罗卡区 ” 不能说话 C. Wernicke 1874 德国人 “韦尼克区” 不能理解语言 structure of a

7、 brain, different parts (控制语言， Brocas area， Wernickes area 理解语言) Psycholinguistics 2) It is concerned with psychological mechanism（语言心理机制） 包括: 记忆，编码，处理，记忆提取 memory, coding, processing, retrieving 分为：感觉记录；短时记忆 长时记忆； 遗忘 等等Psycholinguistics (4) Similarities and differences between L1 and L2(5) Foreign

8、language learning process(6) L2 acquisition occurs or not? How about in foreign language learning?(7) Factors influencing language learningPsycholinguistics5. Psychology has three sections: 1. conation 2. affection 3. cognition 意愿 情感 认知 J.B. Carol “The Study of Language” 最先提出： Psychology of linguist

9、ics J. Bruner, G. Miller, In China 桂诗春 崔刚 Psycholinguistics (3) 心理语言学3个方面(which are closely related to LT & LL)： 1）语言习得（年龄等）；Language Acquisition 2）记忆 Study of memory ； 3）信息处理 Information processing LI refers to the childs acquisition of his mother tongue. ie. how he comes to understand and to speak

10、 the language of his community. Theories of L1 acquisition 3) Interaction Theory （语言习得相互作用论） R. Clark LA is the outcome of the interaction between genetic factors and environmental influences. Inborn capacity interaction - experienceBermans three stages of L1 acquisition 1) Pre-grammatical period (前

11、语法阶段) single words referring to a few concrete things “Mum”, “Bad”2) Grammaticization period （语法阶段） grammar rules, structures started to develop (see two cats)3) Acquisition of usage （习得用法阶段） I saw two cats yesterday. Sterns summary about process of LA （4）语言习得的过程是： 1）It is a process of mastering a l

12、anguage knowledge and developing speech acts （掌握语言知识和发展语言行为的过程） 2） It is a dynamic process (反映了儿童的语言和非语言经历) 3）It is a development of cognitive capacity （认知能力发展的过程） 4) It is a process of acquisition of communicative skills (也是一个交际技能习得的过程) 外语学习的过程What is a process of a foreign language learning? （总结以上

13、的观点，根据实际情况） 刘润清老师 （5） 1) positive process 2) interactive process 3) autonomous process 4) process of practice 5) process of reinforcementDistinction between LA and FLL LA FLL1) Age before 9 after 9 2) Purpose communication learning3) Environment natural artificial4) Cognition subconscious conscious5

14、) Input authentic processed 外语语言习得 （有一些中国学者提出） conclusion: It is impossible for FLA to take place in the Chinese context. Some disagreeImportant Views: Critical Period HypothesisThe Critical Period Hypothesis （Lenneberg） 是第一个提出这一假说的人 （指2岁至青春期 puberty 1213岁） “language acquisition takes place naturall

15、y without much effort ” 1798 Victor 法国 “阿韦龙野孩” (16) 1920 Amala 和 Kamla 印度 狼孩 (13) Genie 小女孩 12岁之前生活在与世隔绝的地方 18才学会短句（没有句法）桂：74页 Ellis (1999:296 - 297) Beyond this period, the capacity of input process will gradually disappear. The Optimum Age Penfield and Roberts 是创建这一假说的先驱，他们最初提出的是“最佳年龄”（the optimum

16、 age）在10岁之内，大脑中的可塑性很强(flexibility)，之后逐渐消失。大脑左半球语言功能的偏侧化lateralization 完成了。 过了最佳语言学习阶段。 For second language learning There is a heated discussion. 8 -13 岁 case study FossilizationSelinker came up with it in 1972: definition:In second or foreign language learning, incorrect linguistic features become

17、a permanent part of the way a person speaks or writes a language. Fossilized features of pronunciation contribute to a persons foreign accent, etc.2. Causes: 1) age (Wallace 1982) 2) incorrect learning habits 3) incorrect cognitive approaches 4) incorrect instruction 思 考 与 探 讨1、母语学习有一个“关键期”，外语学习有没有？

18、 应该在什么时间？2、母语学习有一个“最佳年龄期”，外语学习有 没有？应该在什么年龄段？ 3、 在关键期内是否要首先保证母语习得的完成?4、 外语学习的起点是在在关键期之后还是在 此期间?（67岁，910岁，1213岁）思 考 与 探 讨5、在关键期内母语习得是否对外语学习产 生强烈干扰，影响母语体系的完整？6、在外语学习关键期内，需完成那些学习 任务？7、中国学生的语言固化特征是什么？它的起 因及对策？Learning Models In the study of this learning process, a number of learning models were created.

19、 (王初明 169页) 1) Model of monitoring (语言学习过程中的监察模式) 2) Conscious reinforcement model (有意识的强化学习模式)3) Strategic model (学习策略模式)Learning Models4) Skill learning model（技能学习模式） 5) Creative constructivism model (创造性建构模式) 6) General model of second language learning (第二语言学习通用模式)Model of monitoring1) Model of

20、monitoring (语言学习过程中的监察模式) Krashen 70年代 (1) In the brain, two independent language systems. One is conscious monitoring system, and the other is subconscious monitoring system. 但学习和使用语言时它们active （2）监察（editing & control）指对有意识学习语言能力的监察，使用的语言形式是否正确Model of monitoring(3) 提出几个不同（differences） Acquisition a

21、nd learning习得和学习 Input and intake 输入和摄入（吸入） Input and output(4) 对外语的指导意义： 1 有意识的学习 （正规学习） 2 下意识的习得 （交流过程） 3 监察作用（对语言形式判断） (P5 上的图)2、Conscious reinforcement modelSkinner, Carrel核心是对语言行为进行有意识的强化（S-P理论） stimulation reinforce habitIntent performance grammar response goal意图对教学的启示： 1、通过模仿，重复形成语言习惯 2、强调正向强

22、化 positive reinforcement (即鼓 励和奖励)3、Strategy Learning Model G. Bialystok 提出的 核心是三个层次，四种策略 1、input - language exposure 2、knowledge - processing (处理信息) 3、output - 语言行为 四种策略 1、Formal practicing (语言形式的练习) 包括：语法、语音、构词等3、Strategy Learning Model2、Functional Practicing (功能练习) use of the language3、Monitoring

23、 (监察) 控制、矫正语言行为4、Inferencing (推理) 深层次的理解 对外语教学的启示： 1）客观地描述和解释了学习的过程 2）由表及里的教学原则 4、Skill Learning Model P. Herriot & W. Levelt (1981) 提出 Model: 教学输入练习吸入自发性 Teaching input- Practice - Intake - Autonomous practice 四个重要特征： 1、预期 （anticipation）What others want to say 2、层次 （hierarchical structure ）purpose-how to get purpose-words, ,sentence, Para 3、综合 （integration）技能使用的综合 4、反馈 （feedback）反馈信息，再学习 5、Creative constructivism modelModel(受语法天生说和认知科学的影响，语言的习得过程被视为创造性构造的过程)Language - Nativist - Language - speechExposure proces