第二語言習得入門講解

會計學1第二語言習得入門講解Contents?FirstLanguage,SecondLanguage,andForeignLanguage

?AcquisitionandLearning?Interlanguage?CompetenceandPerformance?Fossilization?LanguageTransfer?InputandOutput?Variability第1頁/共46頁CompetenceandPerformanceItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.第2頁/共46頁CompetenceandPerformance

Competencereferstoaspeaker'sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore.能力是指一個語言習得者在他的語言知識上顯示出他能夠理解并能夠產出之前從沒見過或聽說過的句子。第3頁/共46頁CompetenceandPerformancePerformancereferstothespecificutterances,includinggramaticalmistakesandnon-linguisticfeaturessuchashesitations,accompanyingtheuseoflanguage.Itistheactualproductionoruseoflanguagesuchasspeaking,writing,orthecomprehension(listening,reading)oflinguisticevents這實際上是說寫或者語言界中的理解（聽看）等方面的產出與運用第4頁/共46頁CompetenceandPerformancerelationscomprehension(listeningandreading)≠competenceproduction(speakingandwriting)≠performance第5頁/共46頁（secondlanguageacquisition)

comprehension(indirectly)

competence

superiortopriorto(internal)production(directly)comprehensionperformance(external)productionCompetenceandPerformance第6頁/共46頁FirstLanguage,SecondLanguage,andForeignLanguageFirstLanguagereferstothemothertongueonelearnsduringchildhood第7頁/共46頁FirstLanguage,SecondLanguage,andForeignLanguageSecondLanguagereferstothelearningofanadditionallanguageafterlearnershaveacquiredtheirmothertongue.第8頁/共46頁FirstLanguage,SecondLanguage,andForeignLanguageForeignLanguageisanadditionallanguagetaughtandlearnedinanon-targetlanguageenvironment.第9頁/共46頁FirstLanguage,SecondLanguage,andForeignLanguageGroup1Group2firstlanguagesecondlanguageFirstlanguageSecondlanguageMothertougueForeignlanguageNativelanguageNon-nativelanguagefirstlanguagevssecondlanguage1.secondlanguageisacquiredlaterthanafirstlanguage2.secondlanguagehaslowerproficiencylevelthanthatoffirstlanguage第10頁/共46頁FirstLanguage,SecondLanguage,andForeignLanguage

similaritiesanddifferencescategoriessecondlanguagefirstlanguageSpeedlearningisslowacquisitionisrapidStagessystematicstagesofdevelopment系統(tǒng)發(fā)展階段systematicstagesofdevelopmentErrorcorrectionnotdirectlyinfluentialnotinvolvedDepthofknowledge(thewholeisgreaterthantheparts;toabletoconstructcorrectutterances)beyondthelevelofinputbeyondthelevelofinputSuccessnotinevitable(possiblefossilization)inevitableLevelofattainmentrarelyfullysuccessfulfullysuccessful第11頁/共46頁FirstLanguage,SecondLanguage,andForeignLanguageSencondlanguagevs

Foreignlanguagebasicsimilarity:non-nativelanguagebasicdistinction:education,govermentorbusiness(ESL)geographicalcontextlittleexposuretonativeuseofthelanguageorfewopportunities(EFL)第12頁/共46頁AcquisitionandLearningThedistinctionbetweenacquisitionandlearningisformallymadebyS.Krashen.AccordingtoKrashen,acquisitionreferstosubconsciouslearninginthenaturalenvironmentthatisnotinfluencedbyexplicitinstructioninasecondlanguage'srulesandsystemorabouterrors(1985)第13頁/共46頁AcquisitionandlearningLearningisaconsciousprocessoflanguagedevelopmentthatistheresultofintendedandexplicitinstrutioninasecondlanguage'srolesandsystemorabouterrorsinanartificialenvironmentsuchasaformallanguageclassroom第14頁/共46頁Acquisitionandlearning

Acquisition

LearningImplicit,subconsciousExplicit,consciousInformalsituationsFormalsituationsPickingupalanguageKnowingaboutlanguage

Usesgrammatical“feel”UsesgrammaticalrulesDependsonattitudeDependsonaptitudeStableorderofacquisitionSimpletocomplexorderoflearning第15頁/共46頁ComprehensibleinputisahypothesisfirstproposedbyStephenKrashen(1981).Hepurportsthatlearnersacquireasecondlanguagebyhearingandunderstandingmessagesthatareslightlyabovetheircurrentsecondlanguagelanguagelevel.ComprehensibleInputorOutput第16頁/共46頁ComprehensibleInputorOutputSecondlanguageresearchersbelievethatlearnersneedopportunitiestopracticeattheirlevelofsecondlanguagecompetency.Thispracticewithsecondlanguage-speakingpeersiscalledComprehensibleOutput.第17頁/共46頁ComprehensibleInputorOutput

Cooperativelearninggroupsareonewayfornewlearnersofasecondlanguagetoreceiveplentyofunderstandableinputandproduceunderstandableoutput.Herearefivereasonswhy:第18頁/共46頁ComprehensibleInputorOutput1)Asmallgroupsettingallowsformorecomprehensibleinputbecausetheteacherorclassmatesmodifyoradaptthemessagetothelisteners'needs.2)Speakerscanmoreeasilycheckontheunderstandingofthelistener.3)Thereismoreopportunityfororalpracticeandforrepetitionofcontentinformationaspeershelpnewlearnersofasecondlanguagenegotiatemeaning.第19頁/共46頁ComprehensibleInputorOutput

4)Studenttalkinasmallgroupiscenteredonwhatisactuallyhappeningatthemomentataskisbeingperformed.5)Feedbackandcorrectionarenon-judgmentalandimmediate.第20頁/共46頁InterlanguageInterlanguage,coinedbyLarrySelinker,isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguagewhohasnotbecomefullyproficientyet,butisonlyapproximatingthetargetlanguage:preservingsomefeaturesoftheirfirstlanguageinspeakingorwritingthetargetlanguage.第21頁/共46頁InterlanguageThepurposeofInterlanguagestudyistoseektheprincipleofthenaturalorderoflanguagelearningandprovideatheoreticalbasisfortheorganizationofclassroomteachingandselectionofteachingmaterials.第22頁/共46頁InterlanguageAccordingtoSelinker,thetheoreticalbasisofInterlanguageisthatlearnersarelookedonnotasproducersofmalformed,imperfectlanguagefullofmistakes,butasintelligentandcreativebeingsproceedingthroughlogicalsystematicstagesofacquisition.Byagradualprocessoftrialanderrorandhypothesistesting,learnersslowlyandtediouslysucceedinestablishingcloserandcloserapproximationstothesystemusedbynativespeakersofatargetlanguage.第23頁/共46頁VarialityThetwoimportantfindingsoversecondlanguageacquisitionresearchoverthepastfewdecadesare:1)secondlanguageacquisitionishighlysystematic,and2)secondlanguageacquisitionishighlyvariable(Selinker,1994).第24頁/共46頁VarialityBysystematicity,wemeantherouteofsecondlanguagedevelopmentissystematicandsecondlanguagelearnersfollowroughlythesamefivestagesofacquisition(Lardiere,2007:23).Stage1:TheSilentStageStage2:TheEarlyProductionStageStage3:TheSpeechEmergenceStageStage4:TheIntermediateProficiencyStageStage5:TheAdvancedProficiencyStage第25頁/共46頁VarialityByvariability,wemeanthateithertherateofthelearningprocess(thespeedatwhichlearnersarelearningasecondlanguage),ortheoutcomeofthelearningprocess(howproficientlearnersbecome),orbotharevariedThevariabilitycanbeunsystematicorsystematicintermsofroute,rateandoutcomeofacquistion.第26頁/共46頁FossilizationItreferstothephenomenoninwhichsecondlanguagelearnersoftenstoplearningeventhoughtheymightbefarshortofnative-likecompetence.Thetermisalsousedforspecificlinguisticstructuresthatremainincorrectforlengthyperiodsoftimeinspiteofplentifulinput(e.g.,inimmigrantspeakerwhosefluentsecondlanguagestillcontainsnon-targetlikestructure).第27頁/共46頁FossilizationAccordingtoSelinker（1972），fossilizationappearthroughfivecentralprocesses:1)Languagetransfer2)Transferoftraining3)Learningstrategies4)Communicationstrategies5)Overgeneralization第28頁/共46頁FossilizationSelinker(1992)summarizedeightfeaturesoffossilizationinsecondlanguagelearning:1)Itcanbeconscious;2)Itisnotexperiencedasaproblembytheindividuallearner;3)Itisdeeplyconnectedtotheideaofpurpose;4)Itcanbedeterminedbypersonalcharacteristics,suchascognitivestylesorrisktaking;第29頁/共46頁Fossilization5)Itisdeeplyrelatedtopsycho-socialfactorsuchasmotivation;6)Itischangeable,andcanbemodifiedifpurposesandfactorsvary;7)Itisdifficulttoeradicate;8)Itisunpredictable.第30頁/共46頁Transferistheprocessofusingknowledgeofthefirstlanguageinlearningasecondlanguage(Odlin,1989).Transfercanbepositiveandnegative.LanguageTransfer第31頁/共46頁1)Positivetransfer

Positivetransferoccurswhenpriorknowledgebenefitsthelearningtask.Notalleffectsoflanguagetransferarenegative-indeed,wemayconsiderthatwithoutsomelanguagetranster,therewouldbenosecondlanguagelearning.Wherelanguagearehistoricallyandlinguisticallyrelatedtoeachother,thepositiveeffectsoftransfermaybeobvious.LanguageTransfer第32頁/共46頁1)PositivetransferForexample,ChineseconstructionSVOiseasilyunderstoodandpositivelytransferredintoEnlish.Positivetransferistermedasfascilitationandfacilitateslearning.

1.我學英語(S+V+O)2.IstudyEnglish(S+V+O)

Itisexceedinglyimportanttorememberthatthenativelanguageofasecondlanguagelearnerisoftenpositivelytransferred.ChinesestudentsofEnglishcaneasilyunderstandthemeaningandconstrctionoftheEnglishsentenceandmakethepositivetransferbecausetheChinesesentenceisthesameinstructureastheEnglishone.LanguageTransfer第33頁/共46頁2)Negativetransfer

Nagativetransfer,alsotermedasinterference,occurswhenthefirstlanguageinterferesforeignlanguagelearning,previousperformancedisruptstheperformanceonasecondtaskandleadstoerrors,oracertainruleorprincipleinthetargetlanguageisincorrectlyappliedtoanotherlearningsituationandleadstoerrors.LanguageTransfer第34頁/共46頁2)NegativetransferForexample1Idon'tknowwhoisshe.Idon'tknowwhosheis.(correct)2Althoughheisoversixty,butheinsistsoncleaningthehouseallbyhimself.(wrong)

Althoughheisoversixty,heinsistsoncleaningthehouseallbyhimself.(correct)LanguageTransfer第35頁/共46頁Transferisalearningstratagyinsecondlanguagelearning.whetheritispoitiveornegativedoesnotdependuponthelearner,butuponthesimilaritiesordifferenciesoftheforms,patterns,orrulesbetweenthetwolanguages.However,itisnotalwayseasytodecidewetheranerrorhasoccurredatall.Considerthisdialogue:LanguageTransfer第36頁/共46頁A:I(lookfor)Bob.You(see)B:Yes,I(see）himhalfanhourago.AChineselearnermightproducethequestioninthefollowingsentenceorderandwithperfecttense.A:IamlookingforBob.Youhaveseenhim?B:Yes,Ihaveseenhimhalfanhourago.LanguageTransfer第37頁/共46頁SourcesofTransferErrors1)InterlingualTransfer2)IntralingualTransferLanguageTransfer第38頁/共46頁1)InterlingualTransferSourcesoflanguagetransfercanbeinterlingualandintralingual.Interlingualtransfercanbepositiveornegativetransferbetweenafirstandsecondlanguage,largelyfromtheformertothelater.Interlingualerrorreferstosecondlanguageerrorthatreflectsfirstlanguagestructure.LanguageTransfer第39頁/共46頁1)InterlingualTransferInstudyinginterlanguageerrorscommittedbyChineselearnersofEnglish,Wu(2006)foundthefollowingcriteriamaycategorizeanyinterlingualerrors:LanguageTransfer第40頁/共46頁(1)TheleanernermakesanerrorofgrammerbecauseheorshefollowstherulesoftheChineselanguageandnottherulesofEnglish.Forexample,Ithinkhewillnotcometoseemetomrrow.(wrong)Idon'tthinkhewillcometoseemetomorrow.(correct)（2）Theleanermisusesavocabularyitembecausethetheitemsharesfeatures,wetherphonological,semantic,orsyntaticwithaniteminthenativelanguage.Forexample,Thewoundedsoliderwasverydangerous,hemightdieatanymoment.(wrong)Thewound