二語(yǔ)習(xí)得第六章課件

TheroleofconsciousnessinL2acquisition思

緣論

運(yùn)

.mesvUAn.Eom-思緣論運(yùn)

mEVURn

:EomOverall:the

role

of

consciousness

in

L2

acquisitionAcquired

L2knowledgeattention

awarenessknowledge(is

developed

subconsciously)Learned

L2

knowledgethe

extentthe

part

intheacquisition

ofStephen

KashenRichard

SchmidtIntentionalityimplicit(is

developed

consciously)Differentkinds

ofknowledgeimplicit

knowledgeexplicit

knowledgeTwoopposingpositions.思絳論壇U

:mtEEYURn:Eom-Stephenkashen:Thedistinctionbetweenthetwosystems‘a(chǎn)cquired'L2knowledge(Acquisition)It

is

developed

subconsciously‘learned‘L2

knowledge(Learning)It

isdevelopedconsciouslythroughdeliberatestudyof

L2.思

緣

論

壇

uWu:mtesvuan.Cam-through

comprehendinginput

whilecommunication.

entirely

independentlearnedknowledge

canneverbe

converted

intoacquired

knowledgeawarenessIncidental

learning:takesexposure.RichardSchmidt

:standardizetheconceptsthat

underlie

its

useC

lity

attentionIntentionality:

whether

aonanessentcioutsnnplace

when

learners

pick

uplearner

making

a

consciousL2

knowledge

throughand

deliberate

decisionlearn

L2knowledge.conscious

attention思絳

論壇：mEEYURn:Eom-toNoticing:theprocessof

attendingconsciously

Shcmidt

argues

that

learning

cannot

take

place

withoutwhat

he

calls

noticing.his

ownacquisitionof

PortugueseWhat

heproducedwerethosethat

he

hadpreviouslynoticedto

linguistic

feature

intheinput.思絳論云

U.

mesvuRn.Eom-Learners

can

achieve

complexmaterial

throughLearning

only

appears

to

be

without

awareness,but

infact

learners

are

aware

ofwhat

they

are

learning.awareness:whether

learners

are

conscious

ofacquiring

L2

elements.implicitlearning.(withoutawareness)思

緣論

運(yùn)

.mesvUAn.Eom-Implicitknowledge:

theL2knowledgeof

whichalearnerisunaware

and

therefore

cannot

verbalize.Explicit

knowledge:the

L2

knowledge

of

which

a

learnerThe

extent

of

learners'explicit

L2

knowledgeKrashen:most

learners

are

onlycapable

of

learning思緣論亡mEVURn.Eom-is

aware

and

can

verbalize

on

request.alternative

view:some

learners

may

becapable

of

learningsubstantial

amounts

ofexplicit

knowledgefairlysimplerulesThe

part

explicit

L2

knowledge

playsinthe

acquisitionofimplicit

knowledge.1.nterface.explleciknowledge

tr

i,implleinknowledye2.It

facilitatestheprocessbywhichlearnersattendto3.Ithelpslearners

tomovefromintake

toacquisition

byhelpingthemtonoticethe

gap.Noticethegap:the

process

bywhich

learners

payconscious

attention

to

the

differences

betweenlinguistic

featuresinthe

input

and

their

own

output.featuresin

theinput.思

絳

論

壇

U:mtEEYURn:tOverall:the

role

of

consciousness

in

L2

acquisitionAcquired

L2knowledgeattention

awarenessknowledge(is

developed

subconsciously)Learned

L2

knowledgethe

extentthe

part

intheacquisition

ofStephen

KashenRichard

SchmidtIntentionalityimplicit(is

developed

consciously)Differentkinds

ofknowledgeimplicit

knowledgeexplicit

knowledgeTwoopposingpositions.思絳論壇U

:mtEEYURn:Eom-Processingoperation思

緣論

運(yùn)

.mesvUAn.Eom-·

ThestudyofL1

acquisition

of

manyexamples:avoid

interruption,andrearrangementoflinguistic

units,avoid

exceptionslanguage

has

ledtothe

identification

of

aOperatingprinciplesnumberofgeneralstrategies.

思緣論運(yùn)

mresvuan.cam-Takethe

baseform

of

verbMy

brothermade

metogive

him

somemoney.

complementanexceptiontoa

general

rule思絳論

壇

：mEEYURn:EDm·1.itisnotclearhowmany

principlesareneededand

theonesthathavebeenadvancedare

notexclusive

.·Isthe

absence

ofany

overarchingtheory

toexplain

wheretheprinciplesthemselves

comefrom.思

緣論運(yùn).mEEYURn:Eom-·Multidimensionalmodel:soughtto

accountforwhy·Distinguishingadevelopmentalandvariationalaxis.·A

number

of

processing

constraints

will

be

proposed

tolearners

acquire

the

grammar

of

a

language

in

definiteoin

l

a

y

a

rners

only

develop

very

simplearlememmaogrsgewhnganarretrProcessingconstraints

account

for

the

process

along

the

developmental

axis.思

緣論

運(yùn)

.mesvUAn.Eom-(mo

v

e

i

i

inn

nt

them

movingIgotoschoolyesterfay.rmleet

ptebuaingstbegono

thizatlstethnhinentzanthn·

thecanonicalorderstrategy(prevent

learners

from

interrupting

the

basic

subject-verb-object

word

order)思緣

論

運(yùn).mEEYURn:Eom-·

Yesterday

Igotoschool.·

Yesterdaygo

Itoschool.·

subordinateclausestrategy(pe

e

lements

within

main

clause

but

block

them

inusofordinateclamovementsbitumsr思

絳

論

壇

：mzesvUAn.Eom-

nti

d.clear

how

variational

features

can

beremoved.fienoteisil··Themodels

provides

no

account

of

how

orwhythe“block”to

developmental

process

areintoafairly

limitedset

of·

It

isbased

on

researchgrammatical

features.思

緣論

運(yùn).mesvUAn.EomPartFourCommunicationStrategies思緣論

運(yùn).mEEYURn:Eom-1.Have

you

everbeeninasituationthatyoucannotsaywhatyouwantto

saybecauseyourexistingknowledgeisnotenough?2.What

communicationstrategies

can

weresorttowhenweareintheabovesituation?Give

some

lists.思緣論運(yùn)

mresvuan.cam-Communication

Strategies

Notsureabouttheusage

of

aword

orphrase

:1.avoidance

〔avoid

problematic

items〕→Mymothermakes

metogivehim

somemakes思絳

論

壇

.mtEEVUAn.Com-~~~asksmoney.Notknowingawordintarget

language:

o

ntato

e

sf

c

fiture.

(=fruitjam)

果醬，法語(yǔ)詞2.Useanothertarget-languagethatisapproximateinmeaninge.g.worm

---silkwormonL1omeromhavwordIwarrowgB..e1思

絳

論

壇U:mEEVUAn.Com-3.Paraphrasethemeaningof

theworde.g.fang(蛇、犬的)尖牙---

sharp

teeth4.Construct

anentirelynew

word

e.g.artgallery---picture

place

(not

suchan

expression)思