戴煒棟英語(yǔ)語(yǔ)言學(xué)概論Chapter-11

Chapter11

SecondLanguageAcquisitionMainTasks☆Whatissecondlanguageacquisition?☆Connectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisition☆Contrastiveanalysis(CA);Erroranalysis(EA)☆I(lǐng)nterlanguage☆Theroleofthenativelanguageinsecondlanguagelearning☆Krashen’sInputHypothesis☆I(lǐng)ndividualdifferences☆PedagogicalimplicationsfromSLAWhatissecondlanguageacquisition?

Secondlanguageacquisition(SLA)referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.

指對(duì)人在習(xí)得母語(yǔ)后是如何習(xí)得第二語(yǔ)言進(jìn)行系統(tǒng)研究。

Connectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisition

Thefirstlanguagestudyservesasabasisforperceivingandunderstandingnewfactsaboutsecondlanguagelearning.Secondlanguageacquisitionisdifferentfromfirstlanguageacquisitionandthesecondlanguagelearnersgenerallyfailtoattainnative-likecompetence.SomecomparisonsFigure1(P156)NL(nativelanguage)本國(guó)語(yǔ)TL(targetlanguage)目的語(yǔ)IL(interlanguage)中介語(yǔ)

Contrastiveanalysis(CA)

對(duì)比分析ContrastiveAnalysis(knownasCA)cameintofashioninthe1960s.positivetransfer

(正遷移):facilitatetargetlanguagelearning.

negativetransfer(負(fù)遷移

):interfere

targetlanguagelearning.

ErrorAnalysis(EA)錯(cuò)誤分析Bythelate1960s,erroranalysishadtakentheplaceofcontrastiveanalysisandentereditsheydayinthe1970s.

Differentfromcontrastiveanalysis,erroranalysisgavelessconsiderationtolearners'nativelanguage.Twomainsortsoferrors:interlingualerrors(語(yǔ)際錯(cuò)誤

)andintralingualerrors(語(yǔ)內(nèi)錯(cuò)誤

).

Interlingualerrors

(語(yǔ)際錯(cuò)誤

)Theinterlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursal,etc.Intralingualerrors

(語(yǔ)內(nèi)錯(cuò)誤

)Theintralingualerrorsmainlyresultfromfaultyorpartialleaningofthetargetlanguage,independentofthenativelanguage.Therearelearningstrategies-basederrors,communicationstrategies-basederrors,inducederrors,andsomecompoundandambiguouserrors.Overgeneralization(過(guò)度概括)Overgeneralizationisdefinedastheuseofpreviouslyavailablestrategiesinnewsituations.

Forexample：Janeadvisedmetogiveupsmoking.Janetoldmetogiveupsmoking.*Janesuggestedmetogiveupsmoking.Cross-association(互相聯(lián)想)InEnglishwesometimesmaycomeacrosswordswhicharesimilarinmeaning.Theirspellingandpronunciationarealsoalike.Thecloseassociationofthetwooftenleadstoconfusion.Thisaspectofinternalinterferenceisoftenreferredascross-association.Forexample：other/another;much/many

ErrorsandMistakes錯(cuò)誤和語(yǔ)誤Errors(錯(cuò)誤)isdefinedasunintentionallydeviantfromthetargetlanguageandnotself-correctedbythelearner,whichsuggestsfailureincompetence.(語(yǔ)言能力上的失敗)Mistakes(語(yǔ)誤)isdefinedaseitherintentionallyorunintentionallydeviantfromthetargetlanguageandself-corrigible,whichsuggestsfailureinperformance.(語(yǔ)言行為上的失敗)

Interlanguage

(中介語(yǔ))ProposedbyS.PitCorderandLarrySelinker.Theconceptofinterlanguagewasestablishedaslearners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.

中介語(yǔ)這一概念，被確立為學(xué)習(xí)者獨(dú)立于第二語(yǔ)言的系統(tǒng)。它既不是本族語(yǔ)又不是第二語(yǔ)言，而是處于本族語(yǔ)和目的語(yǔ)之間的連續(xù)體和近似體。ImportantcharacteristicsofInterlanguagesystematicity

（系統(tǒng)性）permeability（滲透性）fossilization（語(yǔ)言石化現(xiàn)象）☆Fossilizationhasbecomeoneofthemainfeaturesofinterlanguage.

語(yǔ)言石化現(xiàn)象已經(jīng)成為中介語(yǔ)的主要特征之一。Fossilization(語(yǔ)言石化現(xiàn)象)

Fossilizationisdefinedas(insecondandforeignlanguageteaching)aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.

Theroleofnativelanguageinsecondlanguagelearning

Behaviorism:languagetransfer(positiveornegative)Mentalists:Learnersusetheirfirstlanguagetoformulatesecondlanguagelearninghypothesis.Inthissense,nativelanguagefunctionsasakindof"inputfrominside",thereforetransferisnottransfer,butakindofmentalprocess.Recentstudies:therearethreeinteractingfactorsindetermininglanguagetransferinsecondlanguagelearning:a)alearner'spsychology;b)perceptionofnative-targetlanguagedistance;c)actualknowledgeofthetargetlanguage.

Thenativelanguageinfluencesnotonlyoccurdirectlyatphonological,lexical,semantic,syntacticalordiscoursallevelsbutalsodirectlyreflectatcognitivelevel,whichisthebasisoftheorganizationalprinciplesoflanguages.SecondlanguagelearningmodelsandtheoriesBehavioristmodel:emphasizestheroleofimitationandpositivereinforcement.Innatistmodel:stressthathumanbeings,equippedinnatelywithLAD,arecapableoflanguagelearningprovidedwithadequateinput.

Interactionistmodel:arguethatlanguageandsocialinteractioncannotbeseparated.Krashen’sInputHypothesis

克拉申的“輸入假說(shuō)”Twoindependentmeansorroutesofsecondlanguagelearning:

acquisitionandlearning

(習(xí)得和學(xué)習(xí))Acquisitionandlearning

Acquisitionisaprocesssimilartothewaychildrenacquiretheirfirstlanguage,itisasubconsciousprocesswithoutminutelearningofgrammaticalrules.

習(xí)得是一個(gè)與兒童習(xí)得第一語(yǔ)言的方式類(lèi)似的過(guò)程，它是一個(gè)沒(méi)有任何具體語(yǔ)法規(guī)則學(xué)習(xí)的潛意識(shí)過(guò)程。（implicitlearning,informallearningornaturallearning,etc.）

Learningisaconsciouslearningofthesecondlanguageknowledgebylearningtherulesandtalkingabouttherules.

Comprehensibleinput:

“i+l”

Krashenputforwardthatlearnersadvancetheirlanguagelearninggraduallybyreceiving

“comprehensibleinput”

(可理解輸入).Hedefinedcomprehensibleinputas"i+l":irepresentslearners'currentstateofknowledge,thenextstageisai+1.

Byprovidingcomprehensibleinputwhichisbithigherthanthelearners'currentlevel,thelearners'LADwillbeactivatedandcontributetoacquisition.Individualdifferences個(gè)體差異Peoplelearnasecondorforeignlanguageatdifferentratewithdifferentattainments.Alsopeoplevaryintheirtimeandeffortsspentonlearning,andmostnotablyintheirdifferent

languageaptitudes,

motivation,anduseoflearningstrategies,

ageofacquisition

and

personality,

etc.Languageaptitudes語(yǔ)言能力Languageaptitudeherereferstoanaturalabilityforlearningasecondlanguage.Itisbelievedtoberelatedtoalearner'sgeneralintelligence.Ithasbeengenerallyacceptedthatlearnerswhoachievehighscoresinlanguageaptitudetestslearnrapidlyandachievehighproficiencyinsecondlanguagelearning.Motivation動(dòng)機(jī)Motivationrefersto

thelearner'sattitudesandaffectivestateorlearningdrive.Fourtypesofmotivation:

Instrumentalmotivation(工具性動(dòng)機(jī)):

externalgoals:passingexams,financialrewardsorfurtheringacareeretc.Integrativemotivation(融合性動(dòng)機(jī)):

thedrivethatpeoplelearnaforeignlanguagebecauseofthewishtoidentifywiththetargetculture.

Resultativemotivation(結(jié)果性動(dòng)機(jī)):

thedrivederivedfromthesuccessfulresultoflearningaforeignlanguage.Intrinsicmotivation(內(nèi)在動(dòng)機(jī)):

learnerslearnthesecondlanguageforenjoymentorpleasurefromlearning.Learningstrategies

學(xué)習(xí)策略Learningstrategiesarelearners‘conscious,goal-orientedandproblem-solvingbasedeffortstoachievelearningefficiency.Chamot(1986)andOxford(1990)’sdivision:

Cognitivestrategies(認(rèn)知策略):

strategiesinvolvedinanalyzing,synthesis,andinternalizingwhathasbeenlearned.

Metacognitivestrategies(元認(rèn)知策略):

thetechniquesinplanning,monitoringandevaluatingone'slearning.

Affect/socialstrategies(情感/社會(huì)策略):

dealingwiththewayslearnersinteractorcommunicatewithotherspeakers,nativeornon-native.Cohen(1998)’sdivision

Languagelearningstrategies

includestrategiesforidentifyingthematerialtobelearnt,distinguishingitfromothers,groupingitforeasierlearning,committingthematerialtomemoryetc.Languageusingstrategies

includefoursubsets:retrieval(檢索),rehearsal(背誦),cover(替代)andcommunication(交際)strategies.Somestrategieswhichareusedcommonlybygoodlearners.(P165-166)Ageofacquisition習(xí)得的年齡Insecondlanguageacquisition,ifthelearnersstartlearningasecondlanguage