戴炜栋英语语言学概论Chapter-11

Chapter11

SecondLanguageAcquisitionMainTasks☆Whatissecondlanguageacquisition?☆Connectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisition☆Contrastiveanalysis(CA);Erroranalysis(EA)☆Interlanguage☆Theroleofthenativelanguageinsecondlanguagelearning☆Krashen’sInputHypothesis☆Individualdifferences☆PedagogicalimplicationsfromSLAWhatissecondlanguageacquisition?

Secondlanguageacquisition(SLA)referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.

指对人在习得母语后是如何习得第二语言进行系统研究。

Connectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisition

Thefirstlanguagestudyservesasabasisforperceivingandunderstandingnewfactsaboutsecondlanguagelearning.Secondlanguageacquisitionisdifferentfromfirstlanguageacquisitionandthesecondlanguagelearnersgenerallyfailtoattainnative-likecompetence.SomecomparisonsFigure1(P156)NL(nativelanguage)本国语TL(targetlanguage)目的语IL(interlanguage)中介语

Contrastiveanalysis(CA)

对比分析ContrastiveAnalysis(knownasCA)cameintofashioninthe1960s.positivetransfer

(正迁移):facilitatetargetlanguagelearning.

negativetransfer(负迁移

):interfere

targetlanguagelearning.

ErrorAnalysis(EA)错误分析Bythelate1960s,erroranalysishadtakentheplaceofcontrastiveanalysisandentereditsheydayinthe1970s.

Differentfromcontrastiveanalysis,erroranalysisgavelessconsiderationtolearners'nativelanguage.Twomainsortsoferrors:interlingualerrors(语际错误

)andintralingualerrors(语内错误

).

Interlingualerrors

(语际错误

)Theinterlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursal,etc.Intralingualerrors

(语内错误

)Theintralingualerrorsmainlyresultfromfaultyorpartialleaningofthetargetlanguage,independentofthenativelanguage.Therearelearningstrategies-basederrors,communicationstrategies-basederrors,inducederrors,andsomecompoundandambiguouserrors.Overgeneralization(过度概括)Overgeneralizationisdefinedastheuseofpreviouslyavailablestrategiesinnewsituations.

Forexample：Janeadvisedmetogiveupsmoking.Janetoldmetogiveupsmoking.*Janesuggestedmetogiveupsmoking.Cross-association(互相联想)InEnglishwesometimesmaycomeacrosswordswhicharesimilarinmeaning.Theirspellingandpronunciationarealsoalike.Thecloseassociationofthetwooftenleadstoconfusion.Thisaspectofinternalinterferenceisoftenreferredascross-association.Forexample：other/another;much/many

ErrorsandMistakes错误和语误Errors(错误)isdefinedasunintentionallydeviantfromthetargetlanguageandnotself-correctedbythelearner,whichsuggestsfailureincompetence.(语言能力上的失败)Mistakes(语误)isdefinedaseitherintentionallyorunintentionallydeviantfromthetargetlanguageandself-corrigible,whichsuggestsfailureinperformance.(语言行为上的失败)

Interlanguage

(中介语)ProposedbyS.PitCorderandLarrySelinker.Theconceptofinterlanguagewasestablishedaslearners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.

中介语这一概念，被确立为学习者独立于第二语言的系统。它既不是本族语又不是第二语言，而是处于本族语和目的语之间的连续体和近似体。ImportantcharacteristicsofInterlanguagesystematicity

（系统性）permeability（渗透性）fossilization（语言石化现象）☆Fossilizationhasbecomeoneofthemainfeaturesofinterlanguage.

语言石化现象已经成为中介语的主要特征之一。Fossilization(语言石化现象)

Fossilizationisdefinedas(insecondandforeignlanguageteaching)aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.

Theroleofnativelanguageinsecondlanguagelearning

Behaviorism:languagetransfer(positiveornegative)Mentalists:Learnersusetheirfirstlanguagetoformulatesecondlanguagelearninghypothesis.Inthissense,nativelanguagefunctionsasakindof"inputfrominside",thereforetransferisnottransfer,butakindofmentalprocess.Recentstudies:therearethreeinteractingfactorsindetermininglanguagetransferinsecondlanguagelearning:a)alearner'spsychology;b)perceptionofnative-targetlanguagedistance;c)actualknowledgeofthetargetlanguage.

Thenativelanguageinfluencesnotonlyoccurdirectlyatphonological,lexical,semantic,syntacticalordiscoursallevelsbutalsodirectlyreflectatcognitivelevel,whichisthebasisoftheorganizationalprinciplesoflanguages.SecondlanguagelearningmodelsandtheoriesBehavioristmodel:emphasizestheroleofimitationandpositivereinforcement.Innatistmodel:stressthathumanbeings,equippedinnatelywithLAD,arecapableoflanguagelearningprovidedwithadequateinput.

Interactionistmodel:arguethatlanguageandsocialinteractioncannotbeseparated.Krashen’sInputHypothesis

克拉申的“输入假说”Twoindependentmeansorroutesofsecondlanguagelearning:

acquisitionandlearning

(习得和学习)Acquisitionandlearning

Acquisitionisaprocesssimilartothewaychildrenacquiretheirfirstlanguage,itisasubconsciousprocesswithoutminutelearningofgrammaticalrules.

习得是一个与儿童习得第一语言的方式类似的过程，它是一个没有任何具体语法规则学习的潜意识过程。（implicitlearning,informallearningornaturallearning,etc.）

Learningisaconsciouslearningofthesecondlanguageknowledgebylearningtherulesandtalkingabouttherules.

Comprehensibleinput:

“i+l”

Krashenputforwardthatlearnersadvancetheirlanguagelearninggraduallybyreceiving

“comprehensibleinput”

(可理解输入).Hedefinedcomprehensibleinputas"i+l":irepresentslearners'currentstateofknowledge,thenextstageisai+1.

Byprovidingcomprehensibleinputwhichisbithigherthanthelearners'currentlevel,thelearners'LADwillbeactivatedandcontributetoacquisition.Individualdifferences个体差异Peoplelearnasecondorforeignlanguageatdifferentratewithdifferentattainments.Alsopeoplevaryintheirtimeandeffortsspentonlearning,andmostnotablyintheirdifferent

languageaptitudes,

motivation,anduseoflearningstrategies,

ageofacquisition

and

personality,

etc.Languageaptitudes语言能力Languageaptitudeherereferstoanaturalabilityforlearningasecondlanguage.Itisbelievedtoberelatedtoalearner'sgeneralintelligence.Ithasbeengenerallyacceptedthatlearnerswhoachievehighscoresinlanguageaptitudetestslearnrapidlyandachievehighproficiencyinsecondlanguagelearning.Motivation动机Motivationrefersto

thelearner'sattitudesandaffectivestateorlearningdrive.Fourtypesofmotivation:

Instrumentalmotivation(工具性动机):

externalgoals:passingexams,financialrewardsorfurtheringacareeretc.Integrativemotivation(融合性动机):

thedrivethatpeoplelearnaforeignlanguagebecauseofthewishtoidentifywiththetargetculture.

Resultativemotivation(结果性动机):

thedrivederivedfromthesuccessfulresultoflearningaforeignlanguage.Intrinsicmotivation(内在动机):

learnerslearnthesecondlanguageforenjoymentorpleasurefromlearning.Learningstrategies

学习策略Learningstrategiesarelearners‘conscious,goal-orientedandproblem-solvingbasedeffortstoachievelearningefficiency.Chamot(1986)andOxford(1990)’sdivision:

Cognitivestrategies(认知策略):

strategiesinvolvedinanalyzing,synthesis,andinternalizingwhathasbeenlearned.

Metacognitivestrategies(元认知策略):

thetechniquesinplanning,monitoringandevaluatingone'slearning.

Affect/socialstrategies(情感/社会策略):

dealingwiththewayslearnersinteractorcommunicatewithotherspeakers,nativeornon-native.Cohen(1998)’sdivision

Languagelearningstrategies

includestrategiesforidentifyingthematerialtobelearnt,distinguishingitfromothers,groupingitforeasierlearning,committingthematerialtomemoryetc.Languageusingstrategies

includefoursubsets:retrieval(检索),rehearsal(背诵),cover(替代)andcommunication(交际)strategies.Somestrategieswhichareusedcommonlybygoodlearners.(P165-166)Ageofacquisition习得的年龄Insecondlanguageacquisition,ifthelearnersstartlearningasecondlanguage