第二语言习得入门第三章讲解ppt课件

Unit3DefiningConceptsofSecondLanguageAcquisitonPage*ContentsPage*CompetenceandPerformance ItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.Page*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。Page*CompetenceandPerformance Performancereferstothespecificutterances,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Page*CompetenceandPerformance relations comprehension(listeningandreading)≠competence production(speakingandwriting)≠performancePage* （secondlanguageacquisition)comprehension(indirectly) competencesuperiortopriorto (internal)production(directly) comprehension performance (external)productionCompetenceandPerformancePage*FirstLanguage,SecondLanguage,andForeignLanguage FirstLanguagereferstothemothertongueonelearnsduringchildhoodPage*FirstLanguage,SecondLanguage,andForeignLanguage SecondLanguagereferstothelearningofanadditionallanguageafterlearnershaveacquiredtheirmothertongue.Page*FirstLanguage,SecondLanguage,andForeignLanguage ForeignLanguageisanadditionallanguagetaughtandlearnedinanon-targetlanguageenvironment.Page*FirstLanguage,SecondLanguage,andForeignLanguage firstlanguagevssecondlanguage1.secondlanguageisacquiredlaterthanafirstlanguage2.secondlanguagehaslowerproficiencylevelthanthatoffirstlanguagePage*FirstLanguage,SecondLanguage,andForeignLanguage similaritiesanddifferencesPage*FirstLanguage,SecondLanguage,andForeignLanguage SencondlanguagevsForeignlanguage basicsimilarity:non-nativelanguage basicdistinction:education,govermentorbusiness(ESL)geographicalcontextlittleexposuretonativeuseofthelanguageorfewopportunities(EFL)Page*AcquisitionandLearning ThedistinctionbetweenacquisitionandlearningisformallymadebyS.Krashen. AccordingtoKrashen,acquisitionreferstosubconsciouslearninginthenaturalenvironmentthatisnotinfluencedbyexplicitinstructioninasecondlanguage'srulesandsystemorabouterrors(1985)Page*Acquisitionandlearning Learningisaconsciousprocessoflanguagedevelopmentthatistheresultofintendedandexplicitinstrutioninasecondlanguage'srolesandsystemorabouterrorsinanartificialenvironmentsuchasaformallanguageclassroomPage*Acquisitionandlearning Page* ComprehensibleinputisahypothesisfirstproposedbyStephenKrashen(1981).Hepurportsthatlearnersacquireasecondlanguagebyhearingandunderstandingmessagesthatareslightlyabovetheircurrentsecondlanguagelanguagelevel.ComprehensibleInputorOutputPage*ComprehensibleInputorOutput Secondlanguageresearchersbelievethatlearnersneedopportunitiestopracticeattheirlevelofsecondlanguagecompetency.Thispracticewithsecondlanguage-speakingpeersiscalledComprehensibleOutput.Page*ComprehensibleInputorOutputCooperativelearninggroupsareonewayfornewlearnersofasecondlanguagetoreceiveplentyofunderstandableinputandproduceunderstandableoutput.Herearefivereasonswhy:Page*ComprehensibleInputorOutput1)Asmallgroupsettingallowsformorecomprehensibleinputbecausetheteacherorclassmatesmodifyoradaptthemessagetothelisteners'needs.2)Speakerscanmoreeasilycheckontheunderstandingofthelistener.3)Thereismoreopportunityfororalpracticeandforrepetitionofcontentinformationaspeershelpnewlearnersofasecondlanguagenegotiatemeaning.Page*ComprehensibleInputorOutput4)Studenttalkinasmallgroupiscenteredonwhatisactuallyhappeningatthemomentataskisbeingperformed.5)Feedbackandcorrectionarenon-judgmentalandimmediate.Page*Interlanguage Interlanguage,coinedbyLarrySelinker,isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguagewhohasnotbecomefullyproficientyet,butisonlyapproximatingthetargetlanguage:preservingsomefeaturesoftheirfirstlanguageinspeakingorwritingthetargetlanguage.Page*Interlanguage ThepurposeofInterlanguagestudyistoseektheprincipleofthenaturalorderoflanguagelearningandprovideatheoreticalbasisfortheorganizationofclassroomteachingandselectionofteachingmaterials.Page*Interlanguage AccordingtoSelinker,thetheoreticalbasisofInterlanguageisthatlearnersarelookedonnotasproducersofmalformed,imperfectlanguagefullofmistakes,butasintelligentandcreativebeingsproceedingthroughlogicalsystematicstagesofacquisition.Byagradualprocessoftrialanderrorandhypothesistesting,learnersslowlyandtediouslysucceedinestablishingcloserandcloserapproximationstothesystemusedbynativespeakersofatargetlanguage.Page*Variality Thetwoimportantfindingsoversecondlanguageacquisitionresearchoverthepastfewdecadesare: 1)secondlanguageacquisitionishighlysystematic,and 2)secondlanguageacquisitionishighlyvariable(Selinker,1994).Page*Variality Bysystematicity,wemeantherouteofsecondlanguagedevelopmentissystematicandsecondlanguagelearnersfollowroughlythesamefivestagesofacquisition(Lardiere,2007:23). Stage1:TheSilentStage Stage2:TheEarlyProductionStage Stage3:TheSpeechEmergenceStage Stage4:TheIntermediateProficiencyStage Stage5:TheAdvancedProficiencyStagePage*Variality Byvariability,wemeanthateithertherateofthelearningprocess(thespeedatwhichlearnersarelearningasecondlanguage),ortheoutcomeofthelearningprocess(howproficientlearnersbecome),orbotharevaried Thevariabilitycanbeunsystematicorsystematicintermsofroute,rateandoutcomeofacquistion.Page*Fossilization Itreferstothephenomenoninwhichsecondlanguagelearnersoftenstoplearningeventhoughtheymightbefarshortofnative-likecompetence.Thetermisalsousedforspecificlinguisticstructuresthatremainincorrectforlengthyperiodsoftimeinspiteofplentifulinput(e.g.,inimmigrantspeakerwhosefluentsecondlanguagestillcontainsnon-targetlikestructure).Page*Fossilization AccordingtoSelinker（1972），fossilizationappearthroughfivecentralprocesses:1)Languagetransfer2)Transferoftraining3)Learningstrategies4)Communicationstrategies5)OvergeneralizationPage*Fossilization Selinker(1992)summarizedeightfeaturesoffossilizationinsecondlanguagelearning:1)Itcanbeconscious;2)Itisnotexperiencedasaproblembytheindividuallearner;3)Itisdeeplyconnectedtotheideaofpurpose;4)Itcanbedeterminedbypersonalcharacteristics,suchascognitivestylesorrisktaking;Page*Fossilization 5)Itisdeeplyrelatedtopsycho-socialfactorsuchasmotivation; 6)Itischangeable,andcanbemodifiedifpurposesandfactorsvary; 7)Itisdifficulttoeradicate; 8)Itisunpredictable.Page* Transferistheprocessofusingknowledgeofthefirstlanguageinlearningasecondlanguage(Odlin,1989). Transfercanbepositiveandnegative.LanguageTransferPage* 1)PositivetransferPositivetransferoccurswhenpriorknowledgebenefitsthelearningtask.Notalleffectsoflanguagetransferarenegative-indeed,wemayconsiderthatwithoutsomelanguagetranster,therewouldbenosecondlanguagelearning.Wherelanguagearehistoricallyandlinguisticallyrelatedtoeachother,thepositiveeffectsoftransfermaybeobvious.LanguageTransferPage* 1)PositivetransferForexample,ChineseconstructionSVOiseasilyunderstoodandpositivelytransferredintoEnlish.Positivetransferistermedasfascilitationandfacilitateslearning.1.我学英语(S+V+O)2.IstudyEnglish(S+V+O)Itisexceedinglyimportanttorememberthatthenativelanguageofasecondlanguagelearnerisoftenpositivelytransferred.ChinesestudentsofEnglishcaneasilyunderstandthemeaningandconstrctionoftheEnglishsentenceandmakethepositivetransferbecausetheChinesesentenceisthesameinstructureastheEnglishone.LanguageTransferPage* 2)Negativetransfer Nagativetransfer,alsotermedasinterference,occurswhenthefirstlanguageinterferesforeignlanguagelearning,previousperformancedisruptstheperformanceonasecondtaskandleadstoerrors,oracertainruleorprincipleinthetargetlanguageisincorrectlyappliedtoanotherlearningsituationandleadstoerrors.LanguageTransferPage* 2)Negativetransfer Forexample 1Idon'tknowwhoisshe. Idon'tknowwhosheis.(correct) 2Althoughheisoversixty,butheinsistsoncleaningthehouseallbyhimself.(wrong) Althoughheisoversixty,heinsistsoncleaningthehouseallbyhimself.(correct)LanguageTransferPage* Transferisalearningstratagyinsecondlanguagelearning.whetheritispoitiveornegativedoesnotdependuponthelearner,butuponthesimilaritiesordifferenciesoftheforms,patterns,orrulesbetweenthetwolanguages.However,itisnotalwayseasytodecidewetheranerrorhasoccurredatall.Considerthisdialogue:LanguageTransferPage* A:I(lookfor)Bob.You(see) B:Yes,I(see）himhalfanhourago. AChineselearnermightproducethequestioninthefollowingsentenceorderandwithperfecttense. A:IamlookingforBob.Youhaveseenhim? B:Yes,Ihaveseenhimhalfanhourago.LanguageTransferPage* SourcesofTransferErrors 1)InterlingualTransfer 2)IntralingualTransferLanguageTransferPage* 1)InterlingualTransfer Sourcesoflanguagetransfercanbeinterlingualandintralingual.Interlingualtransfercanbepositiveornegativetransferbetweenafirstandsecondlanguage,largelyfromtheformertothelater.Interlingualerrorreferstosecondlanguageerrorthatreflectsfirstlanguagestructure.LanguageTransferPage* 1)InterlingualTransfer InstudyinginterlanguageerrorscommittedbyChineselearnersofEnglish,Wu(2006)foundthefollowingcriteriamaycategorizeanyinterlingualerrors:LanguageTransferPage*(1)TheleanernermakesanerrorofgrammerbecauseheorshefollowstherulesoftheChineselanguageandnottherulesofEnglish.Forexample,Ithinkhewillnotcometoseemetomrrow.(wrong)Idon'tthinkhewillcometoseemetomorrow.(correct) （2）Theleanermisusesavocabularyitembecausethetheitemsharesfeatures,wetherphonological,semantic,orsyntaticwithaniteminthenativelanguage.Forexample, Thewoundedsoliderwasverydangerous,hemightdieatanymoment.(wrong) Thewoundedsoliderwasindanger,hemightdieatanymoment.(correct)LanguageTransferPage*(3)ThelearnermakesanerrorofmeasurewordsbacauseChineselanguagedoesnotrequiretheuseof"apieceof"before"news".Forexample,Ihaveagoodnewstotellyou.(wrong)Ihaveapieceofgoodnewstotellyou.(correct) (4)TheleanermissedtheEnglishartclesbecausethereisnoarticleinChinese.Forexmaple, After^meetingtherewillbe^moviein^auditorium.(wrong) Afterthemeetingtherewillbeamovieintheauditorium.(correct)LanguageTransferPage* 2)IntralingualTransfer Intranlingualtransferisnegativetransterofonealreadylearnedrulr,itemorknowledgetoanewonewithinthetargetlanguage.Itoccurswhenthelearnerhaslearnedsomerulesofthetargetlanguage,buthasnotlearnedtherestrictionsontheiruse.LanguageTransferPage* 2)IntralingualTransfer Twoexamplesofthemisusesofsubordinatorandpreposition. (1)Thisshowsthathowbeautifulsheis. Thelearnerincorrectlyappliedtheruleoftheintroducinganobjectclausewith"that,"thuscausinginteralingualerrorsingrammerticstructure. (2)Lastnightwediscussedabouttheproblemoflokks. Thelearneroverused"about"basedonhislearningofotherphrasesuchas"talkabout"and"thinkabout."InEnglish,"discusssomething"without"about"isanidiomaticphrase.LanguageTransfer谢谢观赏此课件下载可自行编辑修改，供参考！感谢您的支持，我们努力做得更好！*