二語習(xí)得近20年及中國(guó)研究課件

1、SLA: 2000 to present Focus shifting pragmatics; phonology; vocabularyIndividual differencesTheoretical developments sociocultural & connectionist accountsSLA in China Pragmatics & SLATow roles pragmatics play in SLA: (Gabriele Kasper and Kenneth R. Rose )a constraint on linguistic forms and their ac

2、quisitiona type of communicative knowledge and object of L2 learningRecent focuses of research in pragmatics related with SLAInterlanguage pragmaticsThe relationship between L2 grammar and pragmaticsSocial-affective factorsInfluence of learning environmentPragmatics universals underlying SLAHow to m

3、easure L2 performance with native pragmatic normsPhonology & SLAThe Pronunciation of English in Austria, Gunter Narr, Tubingen (by Wieden, W. & Nemser, W.)Stages in acquisition of phonemes1. Presystemic : 2. Transfer:3. Approximative:Vocabulary & SLAThe major challenge of learning and using a langua

4、gewhether as L1 or L2lies not in the area of broad syntactic principles but in the nitty-gritty of the lexicon. -Singleton, 1994The heart of language comprehension and use is the lexicon. -Hunt and Beglar, 2005The most striking differences between forein learners and native speakers is in the quanti

5、ty of words each group possesses. -Laufer, 1998 Theoricital discussions and investigationsrelated with vocabulary :The concept of vocabulary knowledge and lexical competence -Pavlenko, Nation, SingletonDimensions of breadth and depth in lexical competence -Laufer, Goldstein, Nation, WescheVocabulary

6、 strategies employed by L2 learners to acquire and use their L2 vocabulary, the effectiveness of their deployment, and the variables influencing their use. -Nation, Nyikos, FanAffective factors: Motivation: instrumental, integrative, resultative, intrinsic. Anxiety Personality factorsAge Connectioni

7、st Accounts Connectionism:連通主義，連接主義，聯(lián)通主義，連結(jié)主義，新聯(lián)結(jié)主義，平行分布加工模型生理基礎(chǔ)：神經(jīng)生物學(xué) 神經(jīng)元神經(jīng)系統(tǒng) 神經(jīng)元：胞體和突起; 軸突傳遞信息,樹突接受信息 信息傳遞：神經(jīng)遞質(zhì)改變電位模型：人工神經(jīng)網(wǎng)絡(luò)模擬神經(jīng)元網(wǎng)絡(luò)，信 息加工量化工作機(jī)理： 節(jié)點(diǎn)構(gòu)建-知識(shí)網(wǎng)絡(luò)構(gòu)建（某個(gè)知識(shí)點(diǎn)的認(rèn)知網(wǎng)絡(luò)） 模擬存在節(jié)點(diǎn)并修正權(quán)重-新知識(shí)認(rèn)知并習(xí)得 不斷輸入信號(hào)獲得權(quán)重-學(xué)習(xí)的結(jié)果二語習(xí)得相關(guān)問題解釋：監(jiān)察模型： 語言輸入略高于學(xué)習(xí)者現(xiàn)有水平，使得系統(tǒng)網(wǎng)絡(luò)建立新的節(jié)點(diǎn)和權(quán)重成為可能； 語言輸入數(shù)量足夠多，才能使新舊權(quán)重通過模擬得以鞏固，最終建立合適的權(quán)重，完成學(xué)

8、習(xí)。母語遷移：正向遷移 負(fù)向遷移Sociocultural Accounts維果茨基：1896-1934，蘇俄心理語言學(xué) 和維派社會(huì)文化發(fā)展理論先驅(qū)?；居^點(diǎn)： 所處環(huán)境與內(nèi)部心理密切聯(lián)系，人本質(zhì)上是社會(huì)的，人類的智能來自所處的社會(huì)和文化環(huán)境。 單純的語言輸入不能保證語言習(xí)得的發(fā)生，主張結(jié)合語言學(xué)習(xí)過程中的情境、行為、動(dòng)機(jī)等因素。理論框架1、活動(dòng)理論 基本思想：人類的行為活動(dòng)是人與社會(huì)環(huán)境的雙 向交互；社會(huì)文化因素影響人們對(duì)具 體行為活動(dòng)的理解。 具體內(nèi)容：最高層面：活動(dòng)（activity）- 動(dòng)機(jī) 二級(jí)層面：行動(dòng)（action）-目標(biāo) 三級(jí)層面：操作（operation）-具體條件和 環(huán)境因素3、最近發(fā)展區(qū)兒童發(fā)展水平有事實(shí)性發(fā)展水平（actual level）,潛在性發(fā)展水平（potential level）兩者之間的距離為最近發(fā)展區(qū)（the Zone of Proximal Development）4、內(nèi)在/自我話語內(nèi)在話語（inner speech）：對(duì)話式交流的外在形式的內(nèi)化。自我話語（private speech）： “自言自語” 。對(duì)二語習(xí)得研究的啟示：二語習(xí)得研究既強(qiáng)調(diào)有控制的定量試驗(yàn)分析，也重視預(yù)測(cè)性解釋；學(xué)習(xí)者語言發(fā)展過程中，也存在著最近發(fā)展區(qū)；在教學(xué)中充分重視社會(huì)文化心理特征；動(dòng)機(jī)是參與交際活動(dòng)的關(guān)鍵；內(nèi)在