二語習(xí)得教案

SecondLanguageAcquisition

AnIntroductoryCourse

SusanGass&Larry Selinker

Chapter1Introduction

1.Review:(1)WhatisSSLA?

thestudyofhowsecondlanguagesarelearned,includingtheprocessesandconstraintsunderlyingthelearningofasecondlanguagebychildren

andadultsinnaturalandclassroominstructionsettings.

(2)WhatisthegoalofSSLA?TheultimateobjectiveofSSLAisexploringthechangeoflearners’internalmentalstate,i.e.,competence,revealingaboutthenatureofthehumanmindandintelligencebyexaminingtheirperformance.

(3).Whatisthescopeof SSLA?howlearnerscreateanewlanguagesystemwithlimitedinputwhatislearnedandwhatisnotwhymostL2learnersdonotreachthesamedegreeofproficiencyintheL2asintheirL1.whyonlysomelearnerscanachievenative-likeproficiencyinmorethanonelanguage.

thenatureoflearners’hypothesesoftherulesoftheL2:aretherulesformedlikethoseintheL1orintheL2?arethereuniversalpatternscommontoalllearnersregardlessofthenativelanguageandthetargetlanguage

Dotherulescreatedbysecondlanguagelearnersvaryaccordingtothecontextofuse?

(4).AreasofstudythatarerelevanttoSLA--linguistics--psychology--psycholinguisitics--sociology--sociolinguistics

--discourseanalysis--conversationalanalysis--education

andothers.2.ExamplesofSSLAresearch2.1題目:詞匯量、詞匯深度知識(shí)與語言綜合能力關(guān)系研究（變量關(guān)系）（1）研究問題：--詞匯量、詞匯深度知識(shí)在多大程度上能夠預(yù)測(cè)語言綜合能力及分項(xiàng)語言能力？--詞匯量的擴(kuò)大是否引起詞匯深度知識(shí)的增長(zhǎng)？對(duì)不同詞匯量的學(xué)習(xí)者，詞匯廣度與深度知識(shí)的關(guān)系是否相同？（2）定義：

--詞匯深度：學(xué)習(xí)者掌握一個(gè)詞的全部意義和用法的程度

--詞匯廣度（詞匯量）：閱讀詞匯量或消極詞匯量，反映的是了解一個(gè)詞最常用含義的能力。

（3）結(jié)論：

詞匯廣度、深度知識(shí)均能有效預(yù)測(cè)語言綜合能力，其中詞匯深度知識(shí)對(duì)語言綜合能力的預(yù)測(cè)力強(qiáng)于詞匯廣度知識(shí)，這一優(yōu)勢(shì)體現(xiàn)在對(duì)完形填空及寫作的預(yù)測(cè)中；總體上，詞匯廣度與深度知識(shí)呈高度正相關(guān)，但詞匯深度知識(shí)的發(fā)展仍落后與詞匯廣度知識(shí)。

2.2題目:中國(guó)學(xué)生西班牙語元音發(fā)音中遷移現(xiàn)象實(shí)驗(yàn)研究

(1)研究問題:

以元音格局分析為基礎(chǔ),考察第一外語為英語的中國(guó)學(xué)生在學(xué)習(xí)西班牙語元音過程中受到的漢語和英語的遷移作用,

探討在第二外語學(xué)習(xí)中母語和第一外語的影響.

（2）結(jié)論：

語言遷移現(xiàn)象可分為正遷移、負(fù)遷移和零遷移。母語和第一外語對(duì)第二外語的元音發(fā)音都存在著遷移作用。一般說來，母語比第一外語的遷移作用更大，即先習(xí)得的語言比后習(xí)得的語言的遷移作用更大。

2.3題目:中國(guó)英語學(xué)習(xí)者對(duì)英語主語的習(xí)得研究(1)研究問題:（a）中國(guó)英語學(xué)習(xí)者在習(xí)得英語標(biāo)記性主語和非標(biāo)記性主語方面是否存在差異？（b）不同的標(biāo)記性主語是否對(duì)中國(guó)英語學(xué)習(xí)者產(chǎn)生不同的難度？

（C）中國(guó)英語學(xué)習(xí)者對(duì)英語主語的習(xí)得是否會(huì)隨著水平的提高而逐步增長(zhǎng)？

(2)

主語分類

(a)名詞/代詞做主語(非標(biāo)記主語)

他是我們班班長(zhǎng)。李明喜歡趙晶。

(b)不定式作主語

Tokeephealthymeansyoushoulddoexerciseregularly.

(c)現(xiàn)在分詞作主語

Smokingisharmful.

(d)從句作主語Thathecheatedontheexamdisappointedhisteachersandhisclassmates.

(e)It

或There作主語

Itisraining.

Thereisapictureonthewall.

(3)結(jié)論:中國(guó)英語學(xué)習(xí)者對(duì)非標(biāo)記性主語的習(xí)得明顯好于對(duì)標(biāo)記性主語的習(xí)得，并且三個(gè)水平組對(duì)這兩類主語的習(xí)得存在顯著性差異，也就是說隨著學(xué)習(xí)者英語水平的提高他們會(huì)對(duì)標(biāo)記性主語的習(xí)得更容易。另外，從他們給出的判斷原因來看，他們對(duì)非標(biāo)記性主語更加熟悉。學(xué)習(xí)者對(duì)四種標(biāo)記性主語的習(xí)得存在不同的程度困難?？偟膩碚f，中國(guó)英語學(xué)習(xí)者對(duì)英語主語的習(xí)得會(huì)隨著水平的提高而提高。3.Someterms3.1Nativelanguage(NL):thefirstormotherlanguageachildlearns.3.2Targetlanguage(TL):thelanguagebeinglearned3.3Secondlanguageacquisition:thelearningofanonnativelanguageafterthelearningofthenativelanguagebeitthesecond,third,orfourthlanguage.3.4foreignlanguagelearning:thelearningofanonnativelanguageinthenon-targetlanguageenvironment.

4.ThenatureoflanguageTostudysecondlanguageacquisition,weneedtounderstandwhatisthenatureoflanguagethatisbeinglearned.4.1Soundsystemourknowledgeofsoundsystemtellsuswhatarepossiblesounds;whatarenotpossiblesounds

whatarepossiblecombinationsofsoundsandwhatsoundsarefoundinwhatpartsofwords.

e.g:bnickisnotpossiblebrainispossible45.2syntaxtheknowledgewehaveoftheorderofelementsinasentence.Twotypesofgrammar4.2.1prescriptivegrammargrammarrulesthataretaughtinschool,oftenwithoutregardtohowtheyareactuallyusedbyNNS.e.g.Don’tbeginasentencewithaconjunctionanddonotendasentencewithapreposition.4.2.2descriptivegrammar:thepatternsunderlyingtheactualuseoflanguagesbynativespeakersincommunication

4.3morphologyandlexiconmorphologyisthestudyofthewordformation.E.g.,beforeiscomposedofbeandfore,andthesetwopartsarecalledmorphemes,whicharetheminimalunitofmeaning.

4.4semantics

thestudyofmeaning.4.5pragmaticsthewayinwhichpeopleuselanguageincontextA:Itisverycoldhere.B:①Yes,itis

②Doyouwantmetoturnon theair-conditioner?5.Thenatureofnonnativespeakerknowledge

thelanguagesystemcreatedbyL2learnersiscalledinterlanguage(IL),whichcontainelementsfromtheL1,theL2andthosecreatedbylearnersthemselves.

Fossilization:thecessationoflearningorprogress.fewlearnerscanreachtheproficiencylevelofthenativespeakers’inlanguagelearning.

6.discussion:6.1WhatisthedifferencebetweenSLAresearchandlanguageteachingresearch?--Thefocusofpedagogyresearch:thelessonplanning,classroomactivities,tasks,evaluationusedbytheteacherwithinthelanguageteachingandlearningprocess.SLAisconcernedwiththeconstraintsthatinfluencelanguagelearningprocess.

6.2studentpresentation

(1)Q1andQ2onP13(2)Q4onP14Chapter2CapacityandRepresentation

1.IntroductionWhataretherelationshipsbetweenerroranalysistheory,interlanguageandgenerativelinguisticapproachtointerlanguage?

1.1Erroranalysis

ThefieldofEAiscloselyassociatedwiththeworkofCorder,whopublishedanumberofseminalarticlesinthe1960s/1970s.EAprovidedamethodologyforinvestigatinglearnerlanguage.

ForthisreasonEAconstitutedthefirstseriousattempttoexaminehowlearnersacquireanL2.

1.2

definitionofinterlanguage:Theveryconceptof‘error’cametobechallengedonthegroundsthatlearnersactsystematicallyinaccordancewiththementalgrammartheyhaveconstructedandthattheirutterancesarewell-formedintermsofthesegrammars

Theterm‘interlanguage’wascoinedbySelinkerin1972.L2learnershaveinternalizedamentalgrammar,anaturallanguagesystemthatcanbedescribedintermsoflinguisticrulesandprinciples.

Itreferstoboththeinternalsystemthatalearnerhasconstructedatasinglepointintime(ainterlanguage)andtotheseriesofinterconnectedsystemsthatcharacterizethelearners’progressovertime.

Answertothequestion:

Erroranalysis

interlanguage

generativelinguisticapproach toL2learningEarlyinterlanguagetheorywasinformedbytheresearchthatinvestigatedlearners’errorsandthegeneralpatternofL2development.Inthelate1960sandearly1970s,itwaspointedoutthatthelanguageofsecondlanguagelearnersissystematicandthatlearnererrorsarenotrandommistakesbutevidenceofrule-governedbehavior(Adjemian,1976;Corder,1967;Nemser,1971;Selinker,1972).Fromthisdevelopedtheconceptionof“interlanguage”.

Thegenerativelinguisticapproachtowardsinterlanguagerepresentationisbasedontheconceptofinterlanguage.

2.

HypothesesofUG2.1ThelogicalproblemofL1acquisition(theproblemofthepovertyofstimulus)

Linguistsbelievethatthegapbetweentheevidenceavailabletothechild(thespeechshehearsorlanguageinput)

andthelinguisticsystemthechildultimatelyconstructs(hercompetence/grammar)issogreat

thatlanguageacquisitioncanonlybeaccountedforifweassumethatchildrenworkwithinnateknowledgeofprinciplesofgrammar.

Input(stimulus)

Output(competenceUG

e.g.,OPCprincipleonPage20

2.2Thecentralideaofprinciplesandparametersisthataperson'ssyntacticknowledgecanbemodelledwithtwoformalmechanisms:

(1)Afinitesetoffundamentalprinciplesthatarecommontoalllanguages;e.g.,thatasentencemustalwayshaveasubject,evenifitisnotovertlypronounced.

(2)Afinitesetofparametersthatdeterminesyntacticvariabilityamongstlanguages;e.g.,abinaryparameterthatdetermineswhetherornotthesubjectofasentencemustbeovertlypronounced(thePro-dropparameter).

Withinthisframework,thegoaloflinguisticsistoidentifyalloftheprinciplesandparametersthatareuniversaltohumanlanguage.Assuch,

anyattempttoexplainthesyntaxofaparticularlanguageusingaprincipleorparameteriscross-examinedwiththeevidenceavailableinotherlanguages.

Accordingtothisframework,principlesandparametersarepartofageneticallyinnateuniversalgrammar(UG)whichallhumanspossess,barringanygeneticdisorders.

Assuch,principlesandparametersdonotneedtobelearnedbyexposuretolanguage.Rather,exposuretolanguagemerelytriggerstheparameterstoadoptthecorrectsetting.

(1)Haveyouhadyourlunch?

（你）吃午飯了嗎？

Yes,Ihave.

（我）吃了。(2)Iamnotgoingtotakethe medicineanymore.

藥不吃了。

3

IssuesofconcerntogenerativelinguisticapproachtoSLA(1)WhataretherolesofUGinSLA?(DoesUGconstraininterlanguagerepresentation?)(2)Towhatextentareinterlanguagegrammarssimilartoothergrammars?

4.PeopleassumethatthereisalogicalprobleminL1acquisition,i.e.,thereisamismatchbetweentheinputthattheL1learnersareexposedtoandtheunconsciousgrammarknowledgethattheyattain.DoesthisapplytoL2learning?

4.1howtodeterminewhetherthereispovertyofL2input,twoconditionsmustbemet:(1)thephenomenoninquestionisunderdeterminedbytheL2input,i.e.,thelanguageisnotexposedtolearners

(2)thephenomenoninquestionworksdifferentlyintheL1andtheL2:thelanguageisnotlearnedviaL1

5.WhatroledoesUGplayinSLA?(HB,P23)(1)noaccess:Theleanrers’CoreGrammarisfixedandUGisnolongeravailabletotheL2learner,particularlynottotheadultlearner.

(2)partialaccess:UGispartlyavailablebutitisonlyonefactorintheacquisitionofL2.ThereareotherfactorsandtheymayinterferewiththeUGinfluence.

(3)fullaccess:UGoperatesinthesamewayforL2asitdoesforL1.Thelearner’sknowledgeofL1isirrelevant.

Commongoalofthethreestances:WhetherUGconstrainsinterlanguagerepresentationinthesamewayasitrestrictsthegrammarsofnativespeakers.

Questionfordiscussion:IntestingwhetherUGrestrictsinterlanguagerepresentation,researchersoftencomparewhetherthegrammarofL2learnersconformstothatofthenativespeakers.Arethereanyweaknessesinthisresearchmethod?

(1)Thepresuppositionisthatthefinalstateoflearnergrammarshouldconvergetothegrammarofnativespeakers.However,interlanguageisacontinuum,anongoingprocess,andtherearefewL2learnersthatcanreachthecompetencelevelofnativespeakers.

ThefactthatL2learnershavenotreachedthecompetencelevelofnativespeakersdoesnotnecessarilymeanthatUGisnotavailable.

Researchersadop