Vulnerability and Tolernce in Adult SLAWord下载.docx
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Vulnerability and Tolernce in Adult SLAWord下载.docx
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BlaisePascalInstituut>
GirardStudiekring>
COV&
R2007
>
AbstractsPapers
ChristinaBiava
VulnerabilityandToleranceinAdultSecondLanguageAcquisition
Email-Profile-Subtheme#4-Abstract
PAPER
Firstlanguageacquisition(FLA)beginsearlyinlifeastheinfantisexposedtoaparticularlanguage(orlanguages,insomecases)inaclose,supportivesocialenvironment.Althoughtheexactnatureofitisnotunderstoodtotallyyet,sinceChomskymanylinguistics(althoughnotall)believethereisaLAD:
aLanguageAcquisitionDevice,whichisasetofneurologicalstructuresdedicatedtolanguageacquisitionthatshapethepathofacquisitioninallnormalchildren,regardlessoftheL1,evensignlanguagesforthedeaf.Hence,regardlessofanydifferencesininfantsthatmightbeinborn,suchasintelligenceorshyness,languageacquisitionwilltakeplaceinmoreorlessthesameorderandinthesamefashion.EventhoseoutsidetheChomskyannetwork—linguistsaswellascognitivepsychologists—agreethatthereisaninnatepredilectionofsomesortforlanguageinthehumanspecies.
AGirardianperspectiveissupportedbycurrentviewsofFLA,aswellasbylanguageoriginsresearch.Somecognitivetheories,suchasthoseputforthbyMerlinDonaldandchildlanguageresearchersMarilynVihmanandRoryDePaolis,seealargeroleformimesisinbothlanguageevolutionandFLA.Regardingthelatter,theinfantfrom0-6monthsisinapre-mimeticstate,thefirstpartofwhichinvolves“stimulus-boundreflexiveresponses”inwhichtheinfant,becauseofa“precocious”senseofself,comestobeabletomatchfaceswithvoices,“arguablyrootedinaformofemotionalandvocal‘contagion’withsubcorticalneurologicalsupport”stimulatedbyinfant-motherinteraction.Thesecondhalfofthispre-mimeticphaseiswhatVihmanandDePaoliscall“magneticsocialinteraction,”wheretheinfantisfascinatedbythemother’s(orothercaregiver’s)face,eventuallyinternalizingit,“whichsubsequentlyallowstheintensedyadicinteractionsto‘cooloff’asthechilddirectsattentiontootherobjectsandevents.”Afterthistherefollows“canonical”babblingofuniversalsoundsandprosodicfeatures(intonation,etc),eventuallytobefollowedbythebeginningofamimetic-basedresponse,thebabblingofsoundspresentintheL1intheenvironment.Eventuallythisisfollowedbyamatchingbetweenthebabbledsyllablesandthecognitiveabilitytorefertosomethingintheenvironment—perhapsmomordad—withthefirstword,aroundtheendofthefirstyear(VihmanandDePaolis133-34).Luckilyforthechild,aswellasfortheparentsandforthespeciesasawhole,littles/hedoeswillgetinthewayofFLA.
Unfortunately,secondlanguageacquisition(SLA)foradultsdoesnotproceedthissmoothly,foramultitudeofreasons.Ofcourse,theadultL2learnercomestothelearningsituationfullyformed,thusquitedifferentthanthenewborninfant.Overthepast30orsoyears,SLAresearchershaveinvestigatedanumberofareas--fromthedifferencesbetweenthelanguagesthemselves,totheroleofthelearningsituation,tolearningstrategies,todifferencesamonglearnersthemselves—totrytounderstandthedifferentlevelsinultimateproficiencythatlearnersreachinasecondlanguage(L2).Thispaperwillfocusononeparticularaspectofthelearner’spersonality,whatiscalledhis/herambiguitytolerance(AT).
First,thoughaGirardiananalysisofSLAisinorder.AccordingtoMimeticTheory,desireinhumanscomesaboutnotonitsownbutonlyindirectly,fromtheindividual’smimeticattractionofanotherperson’s,themodel’s,desireforsomeobject,thussettingupatriangulardesirethatunderliespeople’srelationshipstootherpeopleandtoobjects.Infact,theobjectitselfdeclinesinimportanceandtheindividualisleftwithdesirefortheotherperson,themediator,whoeventuallyisseenasarivaltotheindividual’sacquisitionoftheobjectandtodesireingeneral.
Multiplythisscenarioahundredfoldandyougetasmall,pre-humansocietyinwhichthisacquisitivemimesiswillgetoutofhandandinevitablyleadtoamimeticmeltdown.Girardpositsthescapegoatmechanismtoexplainhowearlyhominidgroupscouldsurvivetheoverheatingofviolentmimesis,thusleadingtothehiddenfoundationofhumanculture:
conflictinsocietyisdeflectedfromaviolentfree-for-alltoviolenceagainstasingle,marginalindividualwhoseresultingdeathproducesthecalmthatengendersculturalgrowth,atleastforawhile.Theresultingenactmentofthedeathled,overgreatquantitiesoftime,tothebeginningoflanguage,ritual,myth,andthesacred.
InSLA(hereassumingthelearnersareinsomewaywantingtolearnthelanguage,whetherintheclassroomorinanaturalisticsetting),theindividualdesirestobelikethemodel,anativespeakeroftheL2.Thecultureandthelanguageofthemodelinsomewayattractthelearner,eitherbecauseoftheirstatusorbecauseoftheirusefulnessinachievingsomegoal.TheobjectistheL2itself,perhapstheC2(secondculture)aswell.Sincethemodelhasmuchbetterknowledgeofboth,s/hewillbeamodelthatthelearner,inmostcases,can’tpossiblymatch,yetonethatwillbeconstantlyheldupasthemodel/goal,thuscreatingperhapsevenmorethanyourusualamountoffrustration.Intheprocess,thelearner,todifferentdegrees,willbeexpectedto“giveup”his/herformerself,oratleasttoallowittobetransformedbythenewknowledge.Inotherwords,thelearner’sformeridentitywillbethescapegoat.Weseeextremecasesofthisinmostsituationsofimmigrantswhoareexpectedtoassimilatetothenewcultureinmanyways—food,dress,behavior,values,andevenreligion,perhaps;
languageseemstobethemostsymbolicoftheoldselfandisoftendemandedtobesacrificedaspartoftheimmigrant’sassimilation/acculturationexperience.Andifnotfortheimmigranthim/herself,thenforthenextgeneration,whoispressuredtogiveuptheirparents’culturalidentitiesandwaysinordertosucceedinthenewenvironment.Infact,inSLA,suchlearningofanL2attheexpenseoftheL1iscalled“subtractivebilingualism,”asopposedto“additivebilingualism”inwhichtheL1isallowed,orevenencouraged,toremain(Lambert).
ThisleadsustotheissueoftheprocessofSLAitself.IncontrasttoFLA,thefinalproductinSLAisnotuniform;
rather,thedistributionfollowsthebell-shapedcurve,withsomelearnersbecomingquitefluent—evennative-like—andsomenotprogressingatall,butmostsomewherein-betweentheextremes.Asmentionedabove,oneoftheareasofresearchoverthepast30yearshasbeenintocharacteristicsoftheindividualinordertoexplainthedifferencesinfinalproficiency.Someoftheseincludesomewhatmutableaspectsofthelearner,likelearningstrategiesandcommunicationstrategiesand,ofcourse,motivation.Moregermainetothispaperarethesomewhatmorepermanentaspectsofthelearner’spersonality,whichIwouldliketofocusonmore.
AffectivevariablesarefelttobeimportantinSLA.Inthe1970sGuiorapositedtheideaofthelanguageegotorefertotheideathatformanypeople,theirsenseofthemselvesisboundupintheirnativelanguage.Inhiswell-knownInputorMonitorModel,StephenKrashenincludesasoneofits5partsthenotionofanaffectivefilter.Accordingtoboththelanguageegoandtheaffectivefilterconcepts,thelearnerissuggestedtohavepsychologicalandemotionalpredispositionsthatcanhelporhinderlanguageacquisition.A“permeable“languageegoanda“low”affectivefilterarepositedasallowingL2data,or“input,”tobetakeninbythelearner,thusleadingtomoresuccessfulSLA.Incontrast,a“high”affectivefilterwouldcharacterizealearnerwitha“impermeable”languageego—onewhowasthreatenedbytheacquisitionprocess.
Fielddependence/independenceareusuallyconsideredmorecognitivetraitsofthelearnerandaredefinedastheabilitytofocusonthewhole(FD)oronthepartsofthewhole(FI).StudieshavetendedtofindFIlinkedwithmoresuccessfulSLA,especiallywhenthelanguageproficiencymeasureisofmorespecificfeaturesoflanguage,suchasgrammar.ChapelleandRoberts,forinstance,foundasignificantcorrelationbetweenhighscoresonameasureofFIandtheirlanguagevariouslanguageproficiencyscoresandevenfoundFIscorestobestrongerpredictorsoflanguagemeasuresthananythingelse,includingmotivation.
Thelearner’sintroversionorextroversion,alongwithinhibitionandrisk-taking,havealsobeenexaminedintheresearchliterature.Ingeneral,theextrovertedlearner(definedassomeonewhoisenergizedbyinteractingwithothers)isusuallymoreofarisk-taker;
bothcharacteristicsarebelievedtocausethelearnertoseekoutnativespeakers,thusacquiringmoreinput.Onmeasuresofconversationalabilityespecially,theextroverthasbeenfoundtohavegreaterfluencyandproficiency.Introversionandinhibitionarelessconducivetoaspectsoforalfluency,andevenofoverallcompetence,butarebelievedtobehelpfulinaspectsofthelanguagethatcallformorespecificaccuracy,likegrammar,writing,anddictations.
ApopularmeasureofpersonalityistheMyers-BriggsTypeIndicator(MBTI).BasedonCarlJung’spsychologicaltypetheory,theMBTIcategorizespeopleinto16categories,basedontheircombinationof4personalityvariables:
extroversionvs.introversion,sensingvs.intuition,thinkingvs.feeling,perceivingvs.judging.TheMBTIisfelttoholdforlearnersacrossculturalandlinguisticbackgrounds(Kirby&
Barger,ctdinSharp),andhasbeenu
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