语言学习与语言教学的原则

IssuesinFirstLanguageAcquisitionRevisitedCompetenceandPerformanceComprehensionandProductionNatureorNurtureUniversalSystematicityandVariabilityLanguageandThoughtImitationPracticeInputDiscourse1/19CompetenceandPerformanceWhatarethelanguagecompetenceandperformance?Chomsky(1965)regardedcompetenceasan"idealized"speaker-hearerwhodoesnotdisplayperformancevariables.Taroneproposed"heterogeneouscompetence".Howdoesoneinferthisunobservable,underlyinglevel?(languagecompetence)directmethodsindirectmethods(p32)Implications2/19ADULT:NowAdam,listentowhatisay.Tellmewhichisbettertosay...somewater,orawater.ADAM:Popgoweasel.3/19ComprehensionandProductioncompetenceperformancecomprehensionlisteningreadingproductionspeakingwritingC1:comprehension>production;production>comprehension(examples)Implications:"lag",both4/19W.R.Miller:What'syourname?Athree-year-oldchild:Litha.M:Litha?C:No,Litha.M:Oh,Lisa.

C:Yes,Litha.Rice(1980):"Whatcoloristhis?"5/19skinnerChomsky:LAD,the"innate"TheoryNatureorNurtureImplication:bothadultsandchildrenhavethecapacitytoacquireasecondlanguageatanytime.Stimulusandresponse"reinforcement"TheoryLearningTheory6/19Universal

WernerLeopold:phonologicalandgrammaticaluniversalsMaratsos:universallinguisticcategories

wordordertoneagreement(eg.ofsubjectandverb)nounsandnounclassesverbsandverbclasses

7/19Isthereauniversaldeepstructures,commontoalllanguages?Implications:

(a)simplytolookforcommonalitiesbetweenfirstandsecondlanguage.(b)toconsiderafewpossibleuniversallyapplicablecognitiveprocessesofacqusition.8/19Frompivotgrammartothree-andfour-wordutterances,andtofullsentencesofalmostindeterminatelength.SystematicityandVariabilityTheprocessofacqusitionC1,A2(examples)difficultImplications:lateralizationofthebrain;psychomotor,cognitive,affectiveandlinguisticconsiderations.9/19Pasttense:separateitems:walked,broke,drank-edmorpheme:walked,breaked,drinkedregularandirregular:twoclassessaussure(1916:9):speechismany-sidedandheterogeneous:straddlingseveralareassimultaneously---physical,physiological,andpsychological.10/19LanguageandThoughtLanguageThought

JeromeBruner,BenjaminWhorfPiaget1UnityTheory2LinguisticDetermination3ThoughtDetermination4LanguageandThoughtareindependentandinterrelatedwitheachotherImplication11/19ImitationC1:early,phonologicalacquisitionsurfacestructure(forms)Twotypesdeepstructure(meaning)Implications:both12/19CHILD:Nobodydon'tlikeme.MOTHER:No,say"nobodylikesme."CHILD:Nobodydon'tlikeme.(eightrepetitionsofthisdialogue)MOTHER:No,nowlistencarefully;say"nobodylikesme."CHILD:Oh!Nobodydon'tlikesme.朱曼殊等（1986）曾对一名一岁八个月幼儿进行追踪研究。他们天天问小孩“xx是谁给你买？”之类问题，一连几天，小孩回答总是“xx是妈妈（或阿姨、老师等）买给你。”即使每次给予纠正，但她还是不能把“买给你”更正为“买给我”。13/19Practice"Whatcolor...Whatcolorblanket...Whatcolormop...Whatcolorglass...Mommy'shomesik...Mommy'shomesick...Where'sMommyhomesick...Where'sMikeysick...Mikeysick."(RuthWeir.1962)BrownandHanlonMcNeillandnativistsImplication:contextualized,appropriate,meaningfulpracticespeakingComprehensionfrequency14/19deepstructureC1:parentalandoldersiblingsInput

Semigrammatical:McNeillGrammatical:Labov,BrownandDrachreaction15/19Differentlanguageinput

C1:parental,authentic,sufficient,natural…...A2:teacher,

inauthentic,limited……Implication:meaningful,communicative16/19DiscourseexposureinteractionconversationinitiationsresponsesImplicationforsecondlanguagelearning:communicativecompetence17/19StrategeticcompetenceDiscoursecompetencePragmaticcompetenceLinguisticcompetenc