语言学习与语言教学的原则

1、Issues in First Language Acquisition Revisited,Competence and Performance,Comprehension and Production,Nature or Nurture,Universal,Systematicity and Variability,Language and Thought,Imitation,Practice,Input,Discourse,Competence and Performance,What are the language competence and performance? Chomsk

2、y(1965) regarded competence as an idealized speaker-hearer who does not display performance variables.,Tarone proposed heterogeneous competence. How does one infer this unobservable, underlying level?(language competence),direct methods indirect methods(p32),Implications,ADULT: Now Adam, listen to w

3、hat i say. Tell me which is better to say.some water, or a water. ADAM: Pop go weasel.,Comprehension and Production,C1: comprehension production; productioncomprehension(examples) Implications : lag , both,W.R.Miller: Whats your name ? A three-year-old child: Litha. M: Litha? C: No, Litha. M: Oh, Li

4、sa. C: Yes, Litha.,Rice(1980) :What color is this?,skinner,Chomsky: LAD,the innate Theory,Nature or Nurture,Implication : both adults and children have the capacity to acquire a second language at any time.,Stimulus and response,reinforcement Theory,Learning Theory,Universal,Werner Leopold: phonolog

5、ical and grammatical universals Maratsos: universal linguistic categories word order tone agreement(eg. of subject and verb) nouns and noun classes verbs and verb classes,Is there a universal deep structures, common to all languages? Implications: (a) simply to look for commonalities between first a

6、nd second language . (b) to consider a few possible universally applicable cognitive processes of acqusition.,From pivot grammar to three-and four-word utterances, and to full sentences of almost indeterminate length.,Systematicity and Variability,The process of acqusition,C1, A2 ( examples),difficu

7、lt,Implications:lateralization of the brain; psychomotor, cognitive, affective and linguistic considerations.,Past tense: separate items: walked, broke, drank -ed morpheme: walked, breaked, drinked regular and irregular: two classes saussure(1916:9) : speech is many-sided and heterogeneous: straddli

8、ng several areas simultaneously-physical, physiological, and psychological.,Language and Thought,Language,Thought,Jerome Bruner, Benjamin Whorf,Piaget,1 Unity Theory 2 Linguistic Determination 3 Thought Determination 4 Language and Thought are independent and interrelated with each other,Implication

9、,Imitation,C1: early, phonological acquisition surface structure( forms) Two types,deep structure (meaning),Implications : both,CHILD: Nobody dont like me. MOTHER: No, say nobody likes me. CHILD: Nobody dont like me. (eight repetitions of this dialogue) MOTHER: No, now listen carefully; say nobody l

10、ikes me. CHILD: Oh! Nobody dont likes me. 朱曼殊等（1986）曾对一名一岁八个月的幼儿进行追踪研究。他们每天问小孩“xx是谁给你买的？”之类的问题，一连几天，小孩的回答总是“xx是妈妈（或阿姨、老师等）买给你的。”虽然每次给予纠正，但她还是不能把“买给你的”改正为“买给我的”。,Practice,What color.What color blanket.What color mop.What color glass.Mommys home sik.Mommys home sick.Wheres Mommy home sick.Wheres Mikey

11、 sick.Mikey sick.(Ruth Weir.1962),Brown and Hanlon McNeill and nativists,Implication: contextualized, appropriate, meaningful practice,speaking,Comprehension,frequency,deep structure,C1: parental and older siblings,Input,Semigrammatical: McNeill Grammatical : Labov, Brown and Drach,reaction,Differen

12、t language input C1 : parental, authentic , sufficient , natural. A2 : teacher, inauthentic, limited,Implication : meaningful , communicative,Discourse,exposure,interaction,conversation,initiations,responses,Implication for second language learning : communicative competence,Strategetic competence,D

13、iscourse competence,Pragmatic competence,Linguistic competence,Five components of communicative competence(Hedge, 2000) Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.,Fluency,Bibliography Adamson,H.D.1988.Variation Theory and Second Language Aquisition.Washington DC: Georgetown University Press. H.D.Brown. 2001.Principles of Language Learning and Teachi