语习得完稿讲义

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ISLAIIInterlanguageIIIReferenceSLAAcquisitionSecondLanguageSecondLanguage

V.ForeignLanguageAcquisitionV.

LearningSLV.ForeignLanguage

SecondLanguagewhichplaysaninstitutionalandsocialroleinthecommunity(i.e.itfunctionsasarecognizedmeansofcommunicationamongmemberswhospeaksomeotherlanguagesastheirmothertongue).Foreignlanguagelearningtakesplaceinsettingswherethelanguageplaysnomajorroleinthecommunityandisprimarilylearntonlyintheclassroom.Eg.EnglishislearntasaforeignlanguageinFranceorJapan.下一页AcquisitionV.LearningKrashen

thinks'Acquisition'referstopickingupasecondlanguagethroughexposure,whereastheterm'Learning'isusedtorefertotheconsciousstudyofasecondlanguage.Ellis

preferstouse'Acquisition'and'Learning'interchangeably,irrespectedofwhetherconsciousorsubconsciousprocessareinvoled.InterlanguageInterlanguagedefinitioncausesfeaturesSystematic（系统性）Dynamic(动态性)Permeable(渗透性)Fossilization(石化性)Interlingua

interferenceIntralinguainterferenceDefinitionTheterm”interlanguage”wascoinedtorefertothelanguagesystemconstructedbysecondlanguagelearnersontheirwaytothetargetlanguage(Nemser,1971;Selinker,1972;Corder,1977）“中介语”这一术语首次被引用指：处于目的语与母语之间结构上处于中间状态的外语学习者的独特的语言系统。Eg.⑴中国人表示一种祝福：Gotoworkhappily,andcomebackhomesafely!⑵中国人打招呼：“Hi,whereareyougoing?”

Interlinguainterference

(语际干扰)⒈PositivetransferEg.①“我爱你“----“Iloveyou”②“我学英语”----“IstudyEnglish“③我是一位老师。----Iamateacher.⒉negativetransferEg.①我明天上街

----“Itomorrowgotothestreet.”②我不知道他是谁----“Idon’tknowwhoishe”Intralinguainterference（语内干扰）Eg.①”ThesemansarefromtheUnitedStates”（那些男人来自美国）②”HecanwritethenamewithEnglish”（他能用英语写名字）FossilizationDefinitionClassificationCausesInternal

causesExternal

causesDefinition

IthasbeenobservedthatsomewhereintheL2learningprocess,suchanILmayreachoneormoretemporaryrestrictingphasesduringwhichthedevelopmentoftheILappearstobedetained(Nemser,1971;Selinker,1972;Schumann,1975).ApermanentcessationofprogresstowardtheTLhasbeenreferredtoasfossilization(Selinker,1972).ClassificationTemporaryfossilization:暂时性石化:Temporaryfossilizationreferstostabilityoflanguageacquisitionortheplateauphenomenonoflearning,atthemomentlanguageparameterissteadyandstatic,thephenomenonisalterableundercertainconditions.Permanentfossilization永久性石化：Becausemostofthestudents’interlanguageisinthetemporaryandstablestage,nopermanentfossilization.Becausestablestageisnotrealfossilization.Sothereisnorealpermanentfossilization.InternalCauses

Motivition:adultsdonothavethemotivationtochangetheiraccentandtoacquirenative-likepronunciation.Unlikechildren,whoaregenerallymoreopentoTLculture,adultshavemorerigidlanguageego

boundaries.(Guioraetal.,1972).Communicativeneeds:Thelearnerbelievesthathedoesnotneedtodevelophisinterlanguageanyfurtherinordertocommunicateeffectivelywhateverhewantsto.Acquisitiondevice:Fossilizationmanifeststhatlearnersdonothavethelanguageabilityofthenativespeakers,onlyafewpeoplecanactivatethisparticularlanguageacquisitiondeviceandachievesuccess,whilemostofthemfailedafterthecrucialstage,whattheycanresorttoisonlygeneralcognitivemechanism,andthereforetheycannotreachtheendoftheinterlanguangecontinuumandappearfossilization.ExternalcausesCommunicativepressure:thepressurecausedwhenlanguagelearnerscan’texpressviewsInlanguageexchangeasit’sbeyondone'slanguageabilitywhichwillleadtofossilization.Lackoflearningopportunities:Languagelearnershavefewopportunitiesofforeignlanguageinputanduse.Feedback:positivecognitivefeedbacks

causefossilization;(e.g.“Oh,Isee”)negativefeedbackshelptopreventfossilization.

(e.g.“Idon’tunderstandyou”)ExternalcausesCommunicativepressure:thepressurecausedwhenlanguagelearnerscan’texpressviewsInlanguageexchangeasit’sbeyondone'slanguageabilitywhichwillleadtofossilization.Lackoflearningopportunities:Languagelearnershavefewopportunitiesofforeignlanguageinputanduse.Feedback:positivecognitivefeedbacks

causefossilization;(e.g.“Oh,Isee”)negativefeedbackshelptopreventfossilization.

(e.g.“Idon’tunderstandyou”)ExternalcausesCommunicativepressure:thepressurecausedwhenlanguagelearnerscan’texpressviewsInlanguageexchangeasit’sbeyondone'slanguageabilitywhichwillleadtofossilization.Lackoflearningopportunities:Languagelearnershavefewopportunitiesofforeignlanguageinputanduse.Feedback:positivecognitivefeedbacks

causefossilization;(e.g.“Oh,Isee”)negativefeedbackshelptopreventfossilization.

(e.g.“Idon’tunderstandyou”)Reference王立飞，2009.9，《第二语言习得入门》，高等教育出版社RodEllis，1999.4，《第二语言习得研究》，上海外语教育出版社BernardSpolsky,2000.6,《第二语言学习的条件》，上海外语教育出版社刘润清文旭，2006.3，《新编语言学教程》，外语教学与研究出版社束定芳庄智象，2008，《现代语言教学》，上海外语教育出版社呆呆热词派伤不起伤不起学俄语的人你伤不起啊两周前学了俄语于是踏上了不归路啊当初谁跟我宣传的俄语是世界上最美的语言之一一个单词20多个字母啊文章里的单词变的字典里都查不到，女人善变，单词也善变啊单词都有阴阳中性啊没事多个软银符号还不发音啊同一个拼写重音不一样意思还不一样啊颤音P，不该颤的地方颤，该颤的还颤名词变格，形容词还跟着变格动词还完成体未完成体,你算完成体还是算未完成体Tom不念汤姆念多姆名字那么长，还父称，什么什么娃，葫芦娃吧颤音,神马是颤音,奏是舌头在口腔里颤抖啊还有恶心的数字就得这么说：一千三百九十一千二百三十四五百六十七啊

自行车是男的啊,男青年是男的啊，他看起来像女的啊的,不过其实他还是男的啊。