二语习得讲义 Second Language Acquisition.docx
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二语习得讲义 Second Language Acquisition.docx
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二语习得讲义SecondLanguageAcquisition
SecondLanguageAcquisition
1.Introduction
2.DescriptionofLearnerLanguage
3.ExternalFactorstoSLA
4.InternalfactorstoSLA
5.IndividualDifferencesandSLA
6.ClassroomandSLA
7.ResearchMethodologyinSLA
8.TypesofDataAnalysis
9.TheoriesinSLA
References:
Ellis,Rod1999TheStudyofSecondLanguageAcquisition上海外语教育出版社
Ellis,Rod1999UnderstandingSecondLanguageAcquisition上海外语教育出版社
Larsen-Freeman,Diane2000AnintroductiontoSecondLanguageAcquisitionResearch外语教学与研究出版社
CookVivian2000SecondLanguageLearningandLanguageTeaching外语教学与研究出版社
CookVivian2000LinguisticsandSecondLanguageAcquisition外语教学与研究出版社
ChapterOneIntroduction
1.WhyStudySecondLanguageAcquisition
a)Fascinatingstudyitself
b)Forsecondlanguagelearning
c)Forforeignlanguagelearningandteaching
2.WhatisSecondLanguageAcquisition
a)WhatisSecondLanguageAcquisition?
b)Whatdosecondlanguagelearnersacquire?
i.Whatisthereslutthatthelearnersgetregardingtherulesofthethesecondlangugae?
ii.Aretheruleslikethoseofthenativelanguage?
iii.Aretheyliketherulesofthelanguagebeinglearned?
iv.Dotherulescreatedbysecondlanguagelearnersvaryaccordingtothecontextofuse?
c)Howdolearnersacquireasecondlanguage?
i.Whatistheprocessoflearningasecondlanguagelike?
ii.Dosecondlanguagelearnerslearninthesamewayastheyacquiretheirmothertongue?
iii.Whydon’tthelearnerslearnthesecondlanguageinadifferentway?
1.Influenceoffirstlanguage
2.Cognitivefactors
3.Affctivefactors
4.Input
5.Output
6.Culturaldifferences
d)Whatdifferencesarethereinthewayinwhichindividuallearnersacquireasecondlanguage?
i.nativelanguagevariable;inputvariable;instructionalvariable;intelligencevariable;socialculturalvariable;individualvariable(alsoincludethesocialfactorstowhichtheindividualisrelated)
ii.Attitudeandmotivation
iii.Intelligenceandapptitude
iv.Age
v.Personality(affectivedomain)
1.introversonandextroverson
2.self-esteem
3.anxiety,risk-takingandinhibition
4.empathy
5.toleranceofambiguity
vi.learningstrategyandlearningstyles
e)WhateffectsdoesinstructionhaveonSLA?
i.EffectivenessofL2instruction
1.Ontheorderofacquisition
2.Onthepaceofacquisition
3.Ontheprocessofacquisition
ii.Learnability(hypothesis):
theidea(ManfredPienemann)thatasecondorforeignlanguagelearner’sacquisitionoflinguisticstructuresdependsonhowcomplexthesestructuresarefromapschologicalprocessingpointofview.Learnabilityisdefinedastheextenttowhichthelinguisticmaterialmustbere-orderedandreorangedwhenmappingsemanticsandsurfaceform
iii.Teachability(hypothesis):
theideathattheteachabilityoflanguageisconstrainedbywhatthelearnersisreadytoacqriure.Instructioncanonlypromoteacquisitioniftheinterlanguageisclosetothepointwhenthestructuretobetaughtislearnablewithoutinstructioninnaturalsettings.
iv.Theimplicitandexplicitknowledge
1.Implicitknowledge(procedural)
a)Formulaic:
sequencesofelementsthatarestoredandaccessedasready-madechunks
b)Rule-based:
unconsciousknowledgeofmajorandminorschemasconsistingofabstractlinguisticcategoriesrealizablelexicallyinanindefinitenumberofsentences/utterances.
2.Explicitknowledge(declarative)
a)Analysed:
consciousawarenessofminorandmajorschemas
b)Metalingual:
lexicalknowledgeoftechnicalandnon-technicallinguisticterminology
v.Thenoninterface/interfacehypothesis
1.Thenon-interfacehypothesis
2.Theinterfacehypothesis
vi.EnhancingAdultSLA
1.Implicitlanguageteaching
2.Focusonform
3.Incidentallanguagelearning
4.Task-basedlanguagelearning
5.Reconstruction
3.AnOverviewofSecondLanguageAcquisitionResearch
a)Secondvs.thirdlanguage
b)Secondvs.ForeignLanguage
c)Naturalisticvs.instructedSLA
d)Competencevs.Performance
e)Usagevs.use
f)Acquisitionvs.learning
g)Cross-sectionalvs.longitudinalstudy
4.
WhataTeachercanexpectedfromSLAResearch
a)Understandingthestudents’contributiontolearning
b)Understandinghowteachingmethodsandtechniqueswork
c)Understandingthegoalsoflanguageteaching
ChapterTwoDescriptionofLearnerLanguage
1)Whystudylearnerlanguage
ØThegoalofSLAisthedescriptionandexplanationofL2learners’competenceandhowthisdevelopsovertime.
ØCompetenceinvolvesunderlyingsystemsoflinguisticknowledge.
2)Whatislearnerlanguage
3)Learnerlanguage
✓Mistakesvs.Errorsrandomguessorslipcausedbylackofattention,fatigue,carelessness,orsomeotheraspectsofperformance;systematicresultfromincompleteknowledge
✓Hypothesismakingandtesting
4)TheDefinitionofInterlanguage
ThetypeoflanguageproducedbyFLlearnerswhoareintheprocessoflearningalanguage.Thelanguagewhichthelearnerproducesusingtheprocesses(transfer,overgeneralization,communicativestrategies---Thisplace,cannotpark----It’sagainstthelawtoparkhere;aclothformynose----handkerchief)differsbothfromthemothertongueandtheTL----socalledinterlanguage(Selinker,1972)orapproximativesystem
Errorscausedbydifferentprocesses:
✧Borrowingpattersfromthenativelanguage(languagetransfer)
✧Extendingpatternsfromthetargetlanguage(overgeneralization)
✧Expressingmeaningusingthewordsandgrammarwhicharealreadyknown(communicationstrategy)
Pidgin:
ContactlanguageorMixedlanguagewhenspeakersoftwolanguagestrytocommunicatewitheachotheronaregularbasis.Apidginusuallyhasalimitedvocabularyandareducedgrammaticalstructure.Theprocessbywhichapidgindevelopsiscalledpidginization
Creole:
Whenapidginisusedforalongtime,itwillbeexpandedintoacreolelanguage.Acreoleisthenativelanguageofagroupofspeakers.Thesentencestructuresandvocabularyofacreolearefarmorecomplexthanthoseofapidginlanguage.English-basedFrench-based.Creolization---theprocessbywhichapidginbecomesacreole,creolizationinvolvestheexpansionofthevocabularyandthegrammaticalsystem.
5)StagesofInterlanguage
✧Randomerrorstage
✧Emergentstage
✧Systematicstage
✧Stabilizationstage
6)SourcesofError
7)Fossilization
(inSL/FLlearning)aprocesswhichsometimesoccursinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.Aspectsofpronunciation,vocabularyusage,andgrammarmaybecomefixedorfossilized.Fossilizedfeaturesofpronunciationcontributetoaperson’sforeignaccent.
8)Defossilization
9)Attitudestowarderrors
1.ContrastiveAnalysis
1)LanguageTransfer(ZhangGuoyang8)
✓Definition:
originallyapsychologicalterm:
theeffectofexistingknowledgeorskillsonthelearningoracquisitionofnewknowledgeorskills;theeffectofonelanguageonthelearningofanother.
✓Positivetransferistransfer,whichmakeslearningeasier,andmayoccurwhenboththenativelanguageandthetargetlanguagehavethesameform.e.g.table-桌子desk-课桌.
✓Negativetransfer,orinterference,istheuseofanative-languagepatternorrule,whichleadstoanerrororinappropriateforminthetargetlanguage.e.g.up-fireonthetree:
Threelevelsofnegativetransfer:
✧PhonologicalLevel:
thin-sinwork—erdialect
✧Lexicallevel:
conceptualdifferencelover–爱人intellectual—知识分子connotativedifferencepropagandadog明天我们和三班打篮球WewillplaybasketballwithClassThree.
✧Syntacticallevel:
tense--Whatdoyousaytohim?
Iveryhappy;wordorder--heoftenisthefirsttocometoschool.
2)Thecomparisonofthelinguisticsystemoftwolanguages,forexamplethesoundsystemorthegrammaticalsystem.Developedandpractisedinthe1950s(RobertLado)and1960s,asanapplicationofSTRUCTURALLINGUISTICStolanguageteaching,andisbasedonthefollowingassumptions:
✧themaindifficultiesinlearninganewlanguagearecausedbyinterferencefromthefirstlanguage(languagetransfer)
✧thesedifficultiescanbepredictedbycontrastiveanalysis.
✧teachingmaterialcanmakeuseofcontrastiveanalysistoreducetheeffectsofinterference.
✧Contrastiveanalysiswasmoresuccessfulinphonologythaninotherareasoflanguage,anddeclinedinthe1970sasinterferencewasreplacedbyotherexplanationsoflearningdifficulties(erroranalysis).Inrecentyearscontrastiveanalysishasbeenappliedtootherareasoflanguageeg.Contrastivediscourseanalysis
3)StrongVersion:
thehypothesisthatonecanpredictthedifficultiesofthestudentsinlearningaforeignlanguagebycomparingthetargetlanguagewiththenativelanguage.
4)WeakVersion:
thehypothesisthatoneaccountfor(explain)theobserveddifficultiesinsecondlanguagelearningusingthelinguisticknowledgetheyhaveabouttheTLandtheNL.-----posterioriafterthefact
5)ProcedureofCA
✧Description:
aformaldescriptionoftherelevantfeaturesoflanguagecomparedwiththehelpofformalgrammar.
✧Selection:
selectthelanguageitems(rules,structures,)tobecompared.
✧Compareandcontrast:
theidentificationoftheareasofdifferenceandsimilarity.
✧Prediction:
identificationofpossibleareastocauseerrors.
6)ApplicationofCA
✧Predictionoferrors
✧Diagnosisoferrors
✧Languagetesting
✧Contrastiveteaching---grammar-translationmethodalthough--but
7)EvaluationofCA
✧AccordingtoCA:
difference(linguistic)isdifficulty(psychological)itisnotthecase.similarityalsocauseproblem
✧CAcannotpredictalltheerrorsstudentwillmeet.
✧CAisrestrictedonlyonthecontrastofthestructureofthelanguagebarri
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