第二語(yǔ)言習(xí)得入門講解

會(huì)計(jì)學(xué)1第二語(yǔ)言習(xí)得入門講解Contents?FirstLanguage,SecondLanguage,andForeignLanguage

?AcquisitionandLearning?Interlanguage?CompetenceandPerformance?Fossilization?LanguageTransfer?InputandOutput?Variability第1頁(yè)/共46頁(yè)CompetenceandPerformanceItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.第2頁(yè)/共46頁(yè)CompetenceandPerformance

Competencereferstoaspeaker'sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore.能力是指一個(gè)語(yǔ)言習(xí)得者在他的語(yǔ)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(yè)/共46頁(yè)CompetenceandPerformancePerformancereferstothespecificutterances,includinggramaticalmistakesandnon-linguisticfeaturessuchashesitations,accompanyingtheuseoflanguage.Itistheactualproductionoruseoflanguagesuchasspeaking,writing,orthecomprehension(listening,reading)oflinguisticevents這實(shí)際上是說寫或者語(yǔ)言界中的理解（聽看）等方面的產(chǎn)出與運(yùn)用第4頁(yè)/共46頁(yè)CompetenceandPerformancerelationscomprehension(listeningandreading)≠competenceproduction(speakingandwriting)≠performance第5頁(yè)/共46頁(yè)（secondlanguageacquisition)

comprehension(indirectly)

competence

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

similaritiesanddifferencescategoriessecondlanguagefirstlanguageSpeedlearningisslowacquisitionisrapidStagessystematicstagesofdevelopment系統(tǒng)發(fā)展階段systematicstagesofdevelopmentErrorcorrectionnotdirectlyinfluentialnotinvolvedDepthofknowledge(thewholeisgreaterthantheparts;toabletoconstructcorrectutterances)beyondthelevelofinputbeyondthelevelofinputSuccessnotinevitable(possiblefossilization)inevitableLevelofattainmentrarelyfullysuccessfulfullysuccessful第11頁(yè)/共46頁(yè)FirstLanguage,SecondLanguage,andForeignLanguageSencondlanguagevs

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

Acquisition

LearningImplicit,subconsciousExplicit,consciousInformalsituationsFormalsituationsPickingupalanguageKnowingaboutlanguage

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

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

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

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

1.我學(xué)英語(yǔ)(S+V+O)2.IstudyEnglish(S+V+O)

Itisexceedinglyimportanttorememberthatthenativelanguageofasecondlanguagelearnerisoftenpositivelytransferred.ChinesestudentsofEnglishcaneasilyunderstandthemeaningandconstrctionoftheEnglishsentenceandmakethepositivetransferbecausetheChinesesentenceisthesameinstructureastheEnglishone.LanguageTransfer第33頁(yè)/共46頁(yè)2)Negativetransfer

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

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