新编简明英语语言学教程-第二版-Second-Language-Acquisition(课堂)课件

Chapter11SecondLanguageAcquisition

SecondLanguageAcquisition----formallyestablisheditselfasadisciplinearoundthe1970s,referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.Distinguishsecondlanguage&foreignlanguage1Chapter11SecondLanguageAcqConnections

betweenfirstlanguageacquisition

&

secondlanguageacquisitionThefirstlanguagestudyhasservedasabackcloth(背景）forperceivingandunderstandingnewfactsaboutsecondlanguagelearning(Littlewood,1986).SLAisdifferentfromfirstlanguageacquisition.Interlanguage（中介语）2Connections

betweenfirstlanContrastiveanalysis(CA)

对比分析(1960s)

Positivetransfer----facilitatetargetlanguagelearningNegativetransfer----interfereorhindertargetlanguagelearningItisbelievedthatdifferencesbetweenthenativelanguageandthetargetlanguagewouldposedifficultiesinsecond/foreignlanguagelearningandteaching,e.g.*Totouchthesociety.*Therearemorepeoplecometostudyinthestates.*Iwaityouatthegateoftheschool.3Contrastiveanalysis(CA)

对比分ShortcomingsofCATheCAwassoonfoundproblematic,formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted.“Differences”and“difficulties”arenotidenticalconcepts.4ShortcomingsofCATheCAwassErroranalysis(EA)

Thecontrastiveapproachtolearners’errorshasshednewlightonpeople’sattitudes:theerrorsaresignificantintellingtheteacherwhatneedstobetaught,intellingtheresearcherhowlearningproceedsandthoseerrorsareameanswherebylearnerstesttheirhypothesesaboutthelanguagetobelearnt.Twomainsortsoferrors:Interlingualerrors(语际错误/受母语影响的错误）&intralingualerrors(语内错误）5Erroranalysis(EA)ThecontraInterlingualerrors----Interlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursaletc.Forexamples,a.

Substitutionof[t]for[θ]and[d]for[ð]:threetree,thisdis.b.

Shorteningoflongvowels:sheepship,meetmit6Interlingualerrors----InterliIntralingualerrors----Theintralingualerrorsmainlyfromfaultyorpartiallearningofthetargetlanguage,independentofthenativelanguage.

Twotypesoferrorshavebeenwellexploited:overgeneralization&cross-association7Intralingualerrors----TheintOvergeneralizationOvergeneralization----theuseofpreviouslyavailablestrategiesinnewsituations.Walked,watched,washed…*rided,*goed,*doed,*eated…Janeadvisedmetogiveupsmoking.Janetoldmetogiveupsmoking.*Janehopedmetogiveupsmoking.*Janesuggestedmetogiveupsmoking.8OvergeneralizationOvergeneraliCross-association互相联想Cross-associationreferstothephenomenonthatthecloseassociationofthetwosimilarwordsoftenleadstoconfusion,e.g.Other/another,much/many,stalagmite石笋

/stalactite钟乳石

…Itmayalso

occursatalllevelsoflanguagefromphonologicaltosyntactic,e.g.Thecoffeeistoohottodrink.*Theapricotistoosourtoeatit.9Cross-association互相联想Cross-assErrors&mistakesErrors(错误)----unintentionallydeviantfromthetargetlanguageandnotself-corrigiblebythelearner(failureincompetence)；Mistakes(失误)----eitherintentionallyorunintentionallydeviantformsandself-corrigible(failureinperformance).10Errors&mistakesErrors(错误)-Interlanguage(S.PitCorder&LarrySelinker)Interlanguage----learners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.Whatlearnersproduce,correctorwrong,areevidenceortheapproximationfromtheirfirstlanguagetothetargetlanguage.11Interlanguage(S.PitCorderCharacteristicsofinterlanguageInterlanguagehasthreeimportantcharacteristics:systematicity,permeability渗透性andfossilization.Fossilization----aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.12CharacteristicsofinterlanguaTheroleofnativelanguage

in

2ndlanguagelearning

Languagetransfer:positive&negative(behaviorism)Threeinteractingfactorsindetermininglanguagetransfer:

Alearner’spsychologyPerceptionofnative-targetlanguagedistanceActualknowledgeofthetargetlanguage

Mentalists(心灵主义者)

arguedthatfewerrorswerecausedbylanguagetransfer;transferisnottransfer,butakindofmentalprocess.13Theroleofnativelanguage

i2ndlanguagelearningmodels

and

inputhypothesis

Behaviorismmodelemphasizestheroleofimitationandpositivereinforcement,a“nurture”position;Thementalistsortheinnativistsshifttoa“nature”positionbystressingthathumanbeingsequippedinnatelywithlanguageacquisitiondevice,arecapableoflanguagelearningprovidedwithadequatelanguageinput.Thesocialinteractionistsarguethatlanguageandsocialinteractioncannotbeseparated.142ndlanguagelearningmodels

Individualdifferences

Languageaptitude(语言能力）

MotivationLearningstrategiesAgeofacquisitionPersonality15IndividualdifferencesLanguagLanguageaptitudeLanguageaptitudereferstoanaturalabilityforlearningasecondlanguage.Itisbelievedtoberelatedtoalearner’sgeneralintelligence.JohnCarrollidentifiedsomecomponentsoflanguageaptitude:PhonemiccodingabilityGrammaticalsensitivityInductivelanguagelearningabilityRotelearningability（强记能力）

16LanguageaptitudeLanguageaptiMotivationMotivationcanbedefinedasthelearner’sattitudesandaffectivestateorlearningdrive.Ithasastrongimpactonhiseffortsinlearningasecondlanguage.Generallyfourtypesofmotivationshavebeenidentified:P164Instrumentalmotivation工具型动机

Integrativemotivation融入型动机

Resultativemotivation结果动机

Intrinsicmotivation内在动机

17MotivationMotivationcanbedeLearningstrategiesLearningstrategiesarelearners’conscious,goal-orientedandproblem-solvingbasedeffortstoachievelearningefficiency.AccordingtoChamot(1986)&Oxford(1990),threetypesofstrategieshavebeenidentified:Cognitivestrategies----analyzing,synthesis综合推理

andinternalizingwhathasbeenlearned.Metacognitivestrategies----planning,monitoringandevaluatingone’slearning.Affect/socialstrategies----thewayslearnersinteractwithotherspeakers.

Cohen(1998)furtherdistinguisheslanguagelearningstrategiesandlanguageusingstrategies.P.16518LearningstrategiesLearningstAgeofacquisitionTheCriticalPeriodHypothesisRecentstudiessupportthehypothesisthatintermsoflearningachievementandgrammaticalitytheyoungerlearnersoutperformtheadults.19AgeofacquisitionTheCriticaPersonalityIntermsofcommunicativeabilityratherthangrammaticalaccuracyorknowledgeofgrammaticalrules,thepersonalitytraitssuchasextroversion,talkative,self-esteem,self-confidencecanbefoundinsuccessfulsecondlanguagelearners(asinthecaseofLiyang:CrazyEnglish).20PersonalityIntermsofcommunSLA&itspedagogicalimplicationsModifiedinput---providingcomprehensibleinputtofacilitatelearning.Modifiedinteraction---providinglearningprompts,morecomprehensionchecks,recastsandexpansiontoachievemaximumlearning.Focusonform---providingformalinstructionandexplicitcorrectioninclass.21SLA&itspedagogicalimplicatChapter11SecondLanguageAcquisition

SecondLanguageAcquisition----formallyestablisheditselfasadisciplinearoundthe1970s,referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.Distinguishsecondlanguage&foreignlanguage22Chapter11SecondLanguageAcqConnections

betweenfirstlanguageacquisition

&

secondlanguageacquisitionThefirstlanguagestudyhasservedasabackcloth(背景）forperceivingandunderstandingnewfactsaboutsecondlanguagelearning(Littlewood,1986).SLAisdifferentfromfirstlanguageacquisition.Interlanguage（中介语）23Connections

betweenfirstlanContrastiveanalysis(CA)

对比分析(1960s)

Positivetransfer----facilitatetargetlanguagelearningNegativetransfer----interfereorhindertargetlanguagelearningItisbelievedthatdifferencesbetweenthenativelanguageandthetargetlanguagewouldposedifficultiesinsecond/foreignlanguagelearningandteaching,e.g.*Totouchthesociety.*Therearemorepeoplecometostudyinthestates.*Iwaityouatthegateoftheschool.24Contrastiveanalysis(CA)

对比分ShortcomingsofCATheCAwassoonfoundproblematic,formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted.“Differences”and“difficulties”arenotidenticalconcepts.25ShortcomingsofCATheCAwassErroranalysis(EA)

Thecontrastiveapproachtolearners’errorshasshednewlightonpeople’sattitudes:theerrorsaresignificantintellingtheteacherwhatneedstobetaught,intellingtheresearcherhowlearningproceedsandthoseerrorsareameanswherebylearnerstesttheirhypothesesaboutthelanguagetobelearnt.Twomainsortsoferrors:Interlingualerrors(语际错误/受母语影响的错误）&intralingualerrors(语内错误）26Erroranalysis(EA)ThecontraInterlingualerrors----Interlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursaletc.Forexamples,a.

Substitutionof[t]for[θ]and[d]for[ð]:threetree,thisdis.b.

Shorteningoflongvowels:sheepship,meetmit27Interlingualerrors----InterliIntralingualerrors----Theintralingualerrorsmainlyfromfaultyorpartiallearningofthetargetlanguage,independentofthenativelanguage.

Twotypesoferrorshavebeenwellexploited:overgeneralization&cross-association28Intralingualerrors----TheintOvergeneralizationOvergeneralization----theuseofpreviouslyavailablestrategiesinnewsituations.Walked,watched,washed…*rided,*goed,*doed,*eated…Janeadvisedmetogiveupsmoking.Janetoldmetogiveupsmoking.*Janehopedmetogiveupsmoking.*Janesuggestedmetogiveupsmoking.29OvergeneralizationOvergeneraliCross-association互相联想Cross-associationreferstothephenomenonthatthecloseassociationofthetwosimilarwordsoftenleadstoconfusion,e.g.Other/another,much/many,stalagmite石笋

/stalactite钟乳石

…Itmayalso

occursatalllevelsoflanguagefromphonologicaltosyntactic,e.g.Thecoffeeistoohottodrink.*Theapricotistoosourtoeatit.30Cross-association互相联想Cross-assErrors&mistakesErrors(错误)----unintentionallydeviantfromthetargetlanguageandnotself-corrigiblebythelearner(failureincompetence)；Mistakes(失误)----eitherintentionallyorunintentionallydeviantformsandself-corrigible(failureinperformance).31Errors&mistakesErrors(错误)-Interlanguage(S.PitCorder&LarrySelinker)Interlanguage----learners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.Whatlearnersproduce,correctorwrong,areevidenceortheapproximationfromtheirfirstlanguagetothetargetlanguage.32Interlanguage(S.PitCorderCharacteristicsofinterlanguageInterlanguagehasthreeimportantcharacteristics:systematicity,permeability渗透性andfossilization.Fossilization----aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.33CharacteristicsofinterlanguaTheroleofnativelanguage

in

2ndlanguagelearning

Languagetransfer:positive&negative(behaviorism)Threeinteractingfactorsindetermininglanguagetransfer:

Alearner’spsychologyPerceptionofnative-targetlanguagedistanceActualknowledgeofthetargetlanguage

Mentalists(心灵主义者)

arguedthatfewerrorswerecausedbylanguagetransfer;transferisnottransfer,butakindofmentalprocess.34Theroleofnativelanguage

i2ndlanguagelearningmodels

and

inputhypothesis

Behaviorismmodelemphasizestheroleofimitationandpositivereinforcement,a“nurture”position;Thementalistsortheinnativistsshifttoa“nature”positionbystressingthathumanbeingsequippedinnatelywithlanguageacquisitiondevice,arecapableoflanguagelearningprovidedwithadequatelanguageinput.Thesocialinteractionistsarguethatlanguageandsocialinteractioncannotbeseparated.352ndlanguagelearningmodels

Individualdifferences

Languageaptitude(语言能力）

MotivationLearningstrategiesAgeofacquisitionPersonality36IndividualdifferencesLanguagLanguageaptitudeLanguageaptitudereferstoanaturalabilityforlearningasecondlanguage.Itisbelievedtoberelatedtoalearner’sgeneralintelligence.JohnCarrollidentifiedsomecomponentsoflanguageaptitude:PhonemiccodingabilityGrammaticalsensitivityInductivelanguagelearningabilityRotelearningability（强记能力）

37LanguageaptitudeLanguageaptiMotivationMotivationcanbedefinedasthelearner’sattitudesandaffectivestateorlearningdrive.Ithasastrongimpactonhiseffortsinlearningasecondlanguage.Generallyfourtypesofmotivationshavebeenidentified:P164Instrumentalmotivation工具型动机

Integrativemotivation融入型动机

Resultativemotivation结果动机

Intrinsicmoti