第二語言習(xí)得入門講解

會(huì)計(jì)學(xué)1第二語言習(xí)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(gè)語言習(xí)得者在他的語言知識(shí)上顯示出他能夠理解并能夠產(chǎn)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(shí)際上是說寫或者語言界中的理解（聽看）等方面的產(chǎn)出與運(yùn)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(xué)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