新編簡(jiǎn)明英語(yǔ)語(yǔ)言學(xué)教程-第二版-Second-Language-Acquisition(課堂)課件

Chapter11SecondLanguageAcquisition

SecondLanguageAcquisition----formallyestablisheditselfasadisciplinearoundthe1970s,referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.Distinguishsecondlanguage&foreignlanguage1Chapter11SecondLanguageAcqConnections

betweenfirstlanguageacquisition

&

secondlanguageacquisitionThefirstlanguagestudyhasservedasabackcloth(背景）forperceivingandunderstandingnewfactsaboutsecondlanguagelearning(Littlewood,1986).SLAisdifferentfromfirstlanguageacquisition.Interlanguage（中介語(yǔ)）2Connections

betweenfirstlanContrastiveanalysis(CA)

對(duì)比分析(1960s)

Positivetransfer----facilitatetargetlanguagelearningNegativetransfer----interfereorhindertargetlanguagelearningItisbelievedthatdifferencesbetweenthenativelanguageandthetargetlanguagewouldposedifficultiesinsecond/foreignlanguagelearningandteaching,e.g.*Totouchthesociety.*Therearemorepeoplecometostudyinthestates.*Iwaityouatthegateoftheschool.3Contrastiveanalysis(CA)

對(duì)比分ShortcomingsofCATheCAwassoonfoundproblematic,formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted.“Differences”and“difficulties”arenotidenticalconcepts.4ShortcomingsofCATheCAwassErroranalysis(EA)

Thecontrastiveapproachtolearners’errorshasshednewlightonpeople’sattitudes:theerrorsaresignificantintellingtheteacherwhatneedstobetaught,intellingtheresearcherhowlearningproceedsandthoseerrorsareameanswherebylearnerstesttheirhypothesesaboutthelanguagetobelearnt.Twomainsortsoferrors:Interlingualerrors(語(yǔ)際錯(cuò)誤/受母語(yǔ)影響的錯(cuò)誤）&intralingualerrors(語(yǔ)內(nèi)錯(cuò)誤）5Erroranalysis(EA)ThecontraInterlingualerrors----Interlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursaletc.Forexamples,a.

Substitutionof[t]for[θ]and[d]for[e]:threetree,thisdis.b.

Shorteningoflongvowels:sheepship,meetmit6Interlingualerrors----InterliIntralingualerrors----Theintralingualerrorsmainlyfromfaultyorpartiallearningofthetargetlanguage,independentofthenativelanguage.

Twotypesoferrorshavebeenwellexploited:overgeneralization&cross-association7Intralingualerrors----TheintOvergeneralizationOvergeneralization----theuseofpreviouslyavailablestrategiesinnewsituations.Walked,watched,washed…*rided,*goed,*doed,*eated…Janeadvisedmetogiveupsmoking.Janetoldmetogiveupsmoking.*Janehopedmetogiveupsmoking.*Janesuggestedmetogiveupsmoking.8OvergeneralizationOvergeneraliCross-association互相聯(lián)想Cross-associationreferstothephenomenonthatthecloseassociationofthetwosimilarwordsoftenleadstoconfusion,e.g.Other/another,much/many,stalagmite石筍

/stalactite鐘乳石

…Itmayalso

occursatalllevelsoflanguagefromphonologicaltosyntactic,e.g.Thecoffeeistoohottodrink.*Theapricotistoosourtoeatit.9Cross-association互相聯(lián)想Cross-assErrors&mistakesErrors(錯(cuò)誤)----unintentionallydeviantfromthetargetlanguageandnotself-corrigiblebythelearner(failureincompetence)；Mistakes(失誤)----eitherintentionallyorunintentionallydeviantformsandself-corrigible(failureinperformance).10Errors&mistakesErrors(錯(cuò)誤)-Interlanguage(S.PitCorder&LarrySelinker)Interlanguage----learners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.Whatlearnersproduce,correctorwrong,areevidenceortheapproximationfromtheirfirstlanguagetothetargetlanguage.11Interlanguage(S.PitCorderCharacteristicsofinterlanguageInterlanguagehasthreeimportantcharacteristics:systematicity,permeability滲透性andfossilization.Fossilization----aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.12CharacteristicsofinterlanguaTheroleofnativelanguage

in

2ndlanguagelearning

Languagetransfer:positive&negative(behaviorism)Threeinteractingfactorsindetermininglanguagetransfer:

Alearner’spsychologyPerceptionofnative-targetlanguagedistanceActualknowledgeofthetargetlanguage

Mentalists(心靈主義者)

arguedthatfewerrorswerecausedbylanguagetransfer;transferisnottransfer,butakindofmentalprocess.13Theroleofnativelanguage

i2ndlanguagelearningmodels

and

inputhypothesis

Behaviorismmodelemphasizestheroleofimitationandpositivereinforcement,a“nurture”position;Thementalistsortheinnativistsshifttoa“nature”positionbystressingthathumanbeingsequippedinnatelywithlanguageacquisitiondevice,arecapableoflanguagelearningprovidedwithadequatelanguageinput.Thesocialinteractionistsarguethatlanguageandsocialinteractioncannotbeseparated.142ndlanguagelearningmodels

Individualdifferences

Languageaptitude(語(yǔ)言能力）

MotivationLearningstrategiesAgeofacquisitionPersonality15IndividualdifferencesLanguagLanguageaptitudeLanguageaptitudereferstoanaturalabilityforlearningasecondlanguage.Itisbelievedtoberelatedtoalearner’sgeneralintelligence.JohnCarrollidentifiedsomecomponentsoflanguageaptitude:PhonemiccodingabilityGrammaticalsensitivityInductivelanguagelearningabilityRotelearningability（強(qiáng)記能力）

16LanguageaptitudeLanguageaptiMotivationMotivationcanbedefinedasthelearner’sattitudesandaffectivestateorlearningdrive.Ithasastrongimpactonhiseffortsinlearningasecondlanguage.Generallyfourtypesofmotivationshavebeenidentified:P164Instrumentalmotivation工具型動(dòng)機(jī)

Integrativemotivation融入型動(dòng)機(jī)

Resultativemotivation結(jié)果動(dòng)機(jī)

Intrinsicmotivation內(nèi)在動(dòng)機(jī)

17MotivationMotivationcanbedeLearningstrategiesLearningstrategiesarelearners’conscious,goal-orientedandproblem-solvingbasedeffortstoachievelearningefficiency.AccordingtoChamot(1986)&Oxford(1990),threetypesofstrategieshavebeenidentified:Cognitivestrategies----analyzing,synthesis綜合推理

andinternalizingwhathasbeenlearned.Metacognitivestrategies----planning,monitoringandevaluatingone’slearning.Affect/socialstrategies----thewayslearnersinteractwithotherspeakers.

Cohen(1998)furtherdistinguisheslanguagelearningstrategiesandlanguageusingstrategies.P.16518LearningstrategiesLearningstAgeofacquisitionTheCriticalPeriodHypothesisRecentstudiessupportthehypothesisthatintermsoflearninga