第二语言习得入门讲解

会计学1第二语言习得入门讲解Contents❷FirstLanguage,SecondLanguage,andForeignLanguage

❸AcquisitionandLearning❺Interlanguage❶CompetenceandPerformance❼Fossilization❽LanguageTransfer❹InputandOutput❻Variability第1页/共46页CompetenceandPerformanceItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.第2页/共46页CompetenceandPerformance

Competencereferstoaspeaker'sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore.能力是指一个语言习得者在他的语言知识上显示出他能够理解并能够产出之前从没见过或听说过的句子。第3页/共46页CompetenceandPerformancePerformancereferstothespecificutterances,includinggramaticalmistakesandnon-linguisticfeaturessuchashesitations,accompanyingtheuseoflanguage.Itistheactualproductionoruseoflanguagesuchasspeaking,writing,orthecomprehension(listening,reading)oflinguisticevents这实际上是说写或者语言界中的理解（听看）等方面的产出与运用第4页/共46页CompetenceandPerformancerelationscomprehension(listeningandreading)≠competenceproduction(speakingandwriting)≠performance第5页/共46页（secondlanguageacquisition)

comprehension(indirectly)

competence

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

similaritiesanddifferencescategoriessecondlanguagefirstlanguageSpeedlearningisslowacquisitionisrapidStagessystematicstagesofdevelopment系统发展阶段systematicstagesofdevelopmentErrorcorrectionnotdirectlyinfluentialnotinvolvedDepthofknowledge(thewholeisgreaterthantheparts;toabletoconstructcorrectutterances)beyondthelevelofinputbeyondthelevelofinputSuccessnotinevitable(possiblefossilization)inevitableLevelofattainmentrarelyfullysuccessfulfullysuccessful第11页/共46页FirstLanguage,SecondLanguage,andForeignLanguageSencondlanguagevs

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

Acquisition

LearningImplicit,subconsciousExplicit,consciousInformalsituationsFormalsituationsPickingupalanguageKnowingaboutlanguage

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

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

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

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

1.我学英语(S+V+O)2.IstudyEnglish(S+V+O)

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

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

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