second-language-acquisition.ppt

1、Second Language Acquisition,2,Some basic terms,Second Language Acquisition (SLA): refers to the systematic study of how one person acquires a second language subsequent to his native language. Target language (TL)(目的语): the language which a person is learning, in contrast to a first language or moth

2、er tongue.,3,Some basic terms,Second language (L2): a language which is not a native language but is widely used as a medium of communication and is used along with another language or languages. e.g. English used in Singapore Foreign language (FL): a language which is not a native language in a cou

3、ntry, and is always taught in schools and not used to communicate within a country. e.g. English in China, Japan, etc.,4,Questions to be considered,Does an adult learn a second language the way a child learns a first language? If not, what happened to the LAD? Is there a critical period for L2 acqui

4、sition? Which is better classroom learning or immersion experience?,5,Connections between L1 acquisition and L2 acquisition,In theory, the new findings and advances in L1 acquisition are enlightening in understanding L2 acquisition. The first language study has served as a backcloth for perceiving a

5、nd understanding new facts about second language learning (Littlewood, 1986).,6,Differences between L1 and L2 acquisition,The first language is acquired subconsciously, while the second (or foreign) language is learned consciously. In acquiring the first language, children always concentrate on mean

6、ing, not on pattern, i.e. structure, while the L2 learning concentrates on rules, i.e. the system of the thought (the grammatical rules).,7,Differences between L1 and L2 acquisition,One learns his first language directly from the reality, while the second language is learnt in manageable sequence, i

7、.e. syllabus and course books. In L1 acquisition children apply the rules subconsciously, while the L2 learners are able to verbalize the rules after a period of training.,8,Contrastive analysis (对比分析),Came into fashion in 1960s Based on behaviorist thinking: SLA seen as the development of a new set

8、 of habits Positive vs. Negative transfer (of habits),9,Contrastive analysis,Main points of Contrastive Analysis: Main source of errors in L2 due to the transfer of L1 habits Errors can be predicted by a contrastive analysis of the L1 and L2 The greater the difference between L1 and L2, the more err

9、ors that will occur,10,Contrastive analysis,Problems with CA: Errors occur that are not due to L1 Errors dont occur when they are predicted Problems operationalizing the contrastive analysishow do you measure “difference” and “distance”,11,Error analysis (错误分析),In 1970s and early 80s, a large number

10、 of papers on error analysis were published throughout the world. Error analysis is the study and analysis of the errors made by second language learners.,12,Error analysis,Error: (in the speech or writing of a second or foreign language learner) the use of a linguistic item ( e.g. a word, a grammat

11、ical item, a sentence, etc) in a way which a fluent or native speaker of the language regards as showing faulty or incomplete learning. Mistake: made by a learner when writing or speaking and is caused by lack of attention, carelessness or “slip” etc.,13,Error analysis,Interlingual error (语际错误): an

12、error which results from language transfer, that is, which is caused by the learners native language e.g. Substitution of /t/for /and /d/for / Shortening of long vowels e.g. Shanghai learners often make /ei/and /i:/ short vowels, thus, sheep and meat sound like ship and mit.,14,Error analysis,Intral

13、ingual error (语内错误): an error which results from faulty or partial learning of the target language. Intralingual errors may be caused by the influence of one target language item upon another. e.g. He is comes from the blend of the sentences He is coming and He comes.,15,Error analysis,Intralingual

14、error: Overgeneralization (概括过头): a learner extends the use of a grammatical rule beyond its accepted uses. e.g. to use mans instead of men for the plural of man. Jane advise me to give up smoking. Jane told me to give up smoking. *Jane hoped me to give up smoking. *Jane suggested me to give up smok

15、ing.,16,Intralingual error: Cross-association (互相联想): the confusion of the spellings and pronunciations which are alike.,17,Performance analysis (语言行为分析),An approach to the study of a learners competence in a language, based on the study of a learners total linguistic performance (i.e. what the lear

16、ner is able to say and do in the language) and not just the learners errors.,18,Interlanguage (语际语),Interlangauge - learners independent system of the second language which is of neither the native language nor the second language, but a continuum or approximation from his native language to the tar

17、get language.,19,Interlanguage (语际语),The type of language produced by second- and foreign- language learners who are in the process of learning a language. Fossilization: a process in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language. e.g. th

18、e pronunciation, vocabulary usage, etc,20,Native language in L2 learning,Interference: the use of elements from one language while speaking another language. e.g. mother tongue interference e.g. a beginner may utter a sentence like I lost my rice bowl. what he actually means is I lost my job.,21,Int

19、erference,In Chinese, -ni e ma? (Are you hungry?) -e. (Hungry) Then, -Are you coming? -Coming. -Have you eaten? -Eaten. (Eaten already),22,Interference,E.g. *To touch the society . *There are more people come to study in the states. *I wait you at the gate of the school.,23,Input hypothesis,Proposed

20、 by Krashen This hypothesis states that in L2 learning , in order to make language acquisition occur, it is necessary for the learner to understand input language which contains linguistic items that are slightly beyond the learners present linguistic competence.,24,Input hypothesis (语言输入说),He defin

21、ed comprehensible input as “i + 1” : “i” represents learners current state of knowledge, the next stage is an “i + 1”. Krashen mistook input and intake, thus receive criticism.,25,Individual differences,Language aptitude (语言能力倾向): the natural ability for learning a second language.,26,Language aptit

22、ude,phonemic coding ability: the ability to identify sound patterns in a new language grammatical sensitivity: the ability to recognize the different grammatical functions of words in sentences inductive language learning ability: the ability to infer language rules rote-learning ability: the abilit

23、y to remember things,27,Individual differences,Motivation (动机) The factors that determine a persons desire to do something. Different types of motivation may affect learning differently.,28,Motivation,Instrumental motivation: wanting to learn a language because it will be useful for certain “instrum

24、ental” goals, such as getting a job, reading a foreign newspaper, passing an examination. Integrative motivation: wanting to learn a language in order to communicate with people of another culture who speak it.,29,Individual differences,Learning strategies (学习策略): intentional behavior and thoughts t

25、hat learners use during learning in order to better help them understand, learn or remember new information.,30,Learning strategies,Cognitive strategies: (认知策略) Repetition Directed physical response Translation Note-taking Recombination Key word Contextualization,31,Learning strategies,Metacognitive

26、 strategies: (元认知策略) Advance organizers Directed attention Self-management Advance preparation Self-monitoring Delayed production Self-evaluation,32,Learning strategies,Social/affective strategies: (社会/情感策略) Cooperation Question for clarification,33,Learning strategies,Language learning strategies:

27、Identifying the material for learning Distinguishing it from other materials Grouping it for easier learning Repeatedly engaging oneself in contact with the material,34,Learning strategies,Language using strategies: Retrieval strategies: used to call up language materials from storage in memory Rehearsal strategies: practicing target language structures Cover strategies: used to cover up the shortcomin