二语习得引论 读书笔记 chapter 3

二语习得引论读书笔记chapter3二语习得引论读书笔记chapter3二语习得引论读书笔记chapter3V:1.0精细整理，仅供参考二语习得引论读书笔记chapter3日期：20xx年X月主要研究成果Chapter3.ThelinguisticsofSLAⅠ.ThenatureoflanguageⅡ.EarlyapproachestoSLAContrastiveAnalysis(CA)1).asabeginningofthesurvey:aspectsofitsproceduresarestillincorporatedinmorerecentapproaches.ItintroducedtheinfluenceofL1onL2(Chomsky)2).CA:anapproachtothestudyofSLAwhichinvolvespredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences. (BasedonidealizedlinguisticstructuresattributedtonativespeakersofL1andL2)3).influencedbyStructuralismandBehaviorism.4).GoalofCAwasprimarilypedagogicalinnature:toincreaseefficiencyinL2teachingandtesting. 5).Process:DescribingL1andL2atdifferentlevelAnalyzingcomparablesegmentofthelanguageforelementsthatmaycauseproblemsforlearners(interference)TypesofinterferenceExamplessameformandmeaning;differentdistributionlaspalomasblancas(Spanish)thewhitedovessamemeaning;differentformkitties小猫们samemeaning;differentformanddistributionwater(n.v.)水（名）differentform;partialoverlapinmeaningleg腿，蹄，下肢similarform;differentmeaningasistir(Spanish“toattend”)assist(English“tohelp”) 6).Assessment:Cannotexplainthelogicalproblemoflanguagelearning(howlearnersknowmorethanthey’veheardandbeentaught)Notalwaysvalidatedbyevidencefromactuallearnererrors.StimulatedthepreparationofcomparativegrammarItsanalyticprocedureshavebeenusefullyappliedtodescriptivestudiesandtotranslationErroranalysis(EA)1).EA:thefirstapproachtothestudyofSLAwhichincludesaninternalfocusonlearner’screativeabilitytoconstructlanguage.(basedonthedescriptionandanalysisofactuallearnererrorsinL2)2).CA→EAPredictionsbyCAnotalwayscorrect;manyreallearnererrorsarenottransferredfromL1Focusonsurface-levelformsandpatterns→underlyingrulesBehaviorism→mentalism(emphasisontheinnatecapacity)Teachingconcernsasmotivation↓3).Proceduresforanalyzinglearnererrors:CollectionofasampleoflearnerlanguageIdentificationoferrorsDescriptionoferrorsExplanationoferrorsEvaluationoferrors4).ShortcomingsAmbiguityinclassificationLackofpositivedataPotentialforavoidanceInterlanguage(IL)1).ILreferstotheintermediatestates(interimgrammars)ofalearner’slanguageasitmovestowardthetargetL2.2).Characteristics:SystematicDynamicVariableReducedsystem,bothinformandfunction3).DifferencesbetweenSLAandL1acquisitionbychildrenLanguagetransferfromL1toL2Transferoftraining,orhowtheL2istaughtStrategiesof2ndlanguagelearningOvergeneralizationofthetargetlanguagelinguisticmaterials4).L1asfossilizationforL2learners:Fossilization:theprobabilitythatthey’llceasetheirILdevelopmentinsomerespectsbeforetheyreachtargetlanguagenorms,inspiteofcontinuingL2inputandpassagetime.Relatesto:theageoflearning;socialidentity;communicativeneed.Morphemeorderstudies1).Refersto：animportantQinthestudyofSLA,whetherthereisanaturalorder(oruniversalsequence)inthegrammaticaldevelopmentofL2learners.2).Inflection:itaddsoneormoreunitsofmeaningtothebaseformofaword,togiveitamorespecificmeaning.(pluralnouns,pasttenseetc.)3).TheorderofmorphemeacquisitionreportedwassimilarinL1andL2 ItsupportsanIdentityHypothesis(L1=L2):thatprocessesinvolvedinL1andL2acquisitionarethesame.4).TheconceptofnaturalorderremainsveryimportantforunderstandingSLA.(bothfromlinguisticandcognitiveapproaches)Monitormodel1).OneofthelastoftheearlyapproacheswhichhasaninternalfocusintheMonitorModel.(StephenKrashen)2).Itexplicitlyandessentiallyadoptsthenotionofalanguageacquisitiondevice(LAD)(Chomskyusedforchildren’sinnateknowledgeoflanguage)3).Krashen’sapproach:5hypothesesConsensus:1).WhatisbeingacquiredinSLAisa“rule0governed”languagesystems2).HowSLAtakeplaceinvolvescreativementalprocesses.3).Whysomelearnersaremore(less)successfulinSLAthanothersrelatesprimarilytotheageofthelearner.Ⅲ.UniversalGrammar(UG)UG(Chomsky):whatalllanguageshaveincommon.1).Twoimportantconceptslinguisticcompetence(speaker-hearers’underlyingknowledgeoflanguage)needstobeaccountedforLAsuchknowledgeoflanguage>whatcouldbelearnedfromtheinput.(thelogicproblemoflanguagelearning/thepoverty-of-thestimulusargument)2).Thenatureofspeaker-hearers’competenceinnativelanguagecanbeexplainedonlybyinnateknowledgethathumangeneticallyendowedwith.3).TheinnateknowledgeisinthelanguagefacultyLanguagefaculty:acomponentofthehumanmind,physicallyrepresentedinthebrainandpartofthebiologicalendowmentofthespecies.PrinciplesandParameters1).WithChomsky’sreconceptualizationofUGinthePrinciplesandParametersframework[oftencalledtheGovernmentandBinding(GB)model]andthesubsequentintroductionoftheMinimalistprogram,therecameanewideaabouttheacquisitionprocess.2).UGhasbeenconceptualizedasasetofprincipleswhicharepropertiesofalllanguagesintheworld.Someoftheseprinciplescontainparameters3).WhatisacquiredinL1acquisition(notUGitself):LAincludesaprocessofselectingamongthelimitedparametricoptionsinUGthatmatchthesettingswhichareencounteredinlinguisticinput.4).Howacquisitionoccursforchildren:natural;instinctive;internaltothecognitivesystem5).Whysomelearnersaremoresuccessful:IrrelevantwithL1acquisition,forallnativespeakersattainessentiallythesamefinalstate.(ForSLA,attitudes;motivationandsocialcontextmatters)UGandSLAStatesUGSLAInitialstateMakeparametricchoicesthatareappropriateforL1(GuidedbyUG)L1transferNatureanddevelopmentofinterlanguageFinalstateNativelanguage;sameWhymoresuccessfulrelevanttoL2:ThedegreeofaccesstoUGRelationshipsbetweenL1&L2→differentialtransferorinterferenceL2inputqualityDegreeofperceptionDegreeofspecificationforlexicalfeaturesⅣ.FunctionalapproachesFunctionalapproach1).Basedon:theframeworkofFunctionalism2).CharacteristicsoffunctionalapproachestoSLAFocusontheuseoflanguageinrealsituations(performance)andunderlyingknowledge(competence)Assumption:purposeoflanguageiscommunication;LAandSLArequirecommunicativeuseConcernaboutthesentence,discoursestructure,howlanguageisusedininteraction;includeaspectsofcommunicationbeyondlanguageSystemiclinguisticsSystemiclinguisticsisamodelforanalyzinglanguageintermsoftheinterrelatedsystemsofchoicesthatareavailableforexpressingmeaning.“languageacquisitionneedstobeseenasthemasteryoflinguisticfunctions”2).Whatlanguagelearnersacquire:meaningpotential3).Processofacquisition:masteringcertainbasicfunctionsoflanguagedevelopingameaningpotentialforeach4).pragmaticfunctionsdevelopmentinL1acquisition:instrumental→regulatory→interactional→personal→heuristic→imagination→representational5).linguisticstructures:directlyreflectionsofthefunctionsthatlanguageserves;relatedtothesocialandpersonalneedsFunctionalTypology1).Basedon:thecomparativestudyofawiderangeoftheworld’slanguage2).Goal:todescribepatternsofsimilaritiesanddifferencesamonglanguages;todeterminewhichtypesandpatternsoccurmore/lessfrequentlyorareuniversalindistribution.3).Application:whysomeL2constructionsaremore/lessdifficultthanothersforL2learnerstoacquire;fortheselectivetyofcrosslinguisticinfluenceortransfer4).importantconcept:markedness(dealswithwhetheranyspecificfeatureoflanguageismarkedorunmarked)5).MarkednessdifferentialpredictionforSLAFeatureinL1FeatureinL2PredictionMarkedUnmarked(common)L2featurewillbeeasytolearnL1featurewillnottransfertoL2UnmarkedMarkedL1featurewilltransfertoL2 InL1acquisition,unmarkedbeforemarked InSLA,unmarkedelementsareeasiertomasterthanmarkedones. 6).ComparedwithCA:Functionaltypologygoesbeyondthesurface-levelstructural(CA)tomoreabstractpatterns,principlesandconstraints;theMarkednessDifferentialHypothesis7).implications:someaspectsofsomelanguagesaremoredifficultwhysometypesandpatternsoffeaturesaremore/lessfrequentinnativeand2ndlanguage(factors:perceptualsalience,easeofcognitiveprocessing,physicalconstraints,communicativeneeds)Function-to-formmapping1).Basicconcept:L1andL2acquisitioninvolvesaprocessofgrammaticalization.2).Grammaticalization:agrammaticalfunctionisfirstconveyedbysharedextralinguisticknowledgeandinferencingbasedonthecontextofdiscourse,thenbyalexicalword,andonlylaterbyagrammaticalmarker.Drivenby:communicativeneedanduse. Relatedto:thedevelopmentofmoreefficientcognitiveprocess3).Pragmaticmode:astyleofexpressingmeaningwhichreliesmoreoncontext.Synt