linguistic-second-language-acquisition.ppt
- 文档编号:27742
- 上传时间:2022-10-01
- 格式:PPT
- 页数:52
- 大小:1,024KB
linguistic-second-language-acquisition.ppt
《linguistic-second-language-acquisition.ppt》由会员分享,可在线阅读,更多相关《linguistic-second-language-acquisition.ppt(52页珍藏版)》请在冰豆网上搜索。
TheLinguisticsofSLA,Contents,ContrastiveAnalysis2.InternalFocus3.ExternalFocus,ContrastiveAnalysisInternalfocus:
Erroranalysis,Interlinguage,MorphemeOrderStudies,MonitorModel,andUniversalGrammar.Externalfocus:
SystemicLinguistics,FunctionalTypology,Function-to-FormMapping,andInformationOrganization.,Linguisticapproaches:
ContrastiveAnalysis,Contrastiveanalysisisthesystematicstudyofapairoflanguageswithaviewtoidentifytheirstructuraldifferencesandsimilarities.Representative:
RobertLado(1915-1995)Foundationtheory:
StructuralismandBehaviorismGoal:
toincreaseefficiencyinL2teachingandtesting,1)Background,ContrastiveAnalysiswasusedextensivelyinthefieldofSLAinthe1960sandearly1970s,asamethodofexplainingwhysomefeaturesofatargetlanguageweremoredifficulttoacquirethanothers.Accordingtothebehavioristtheoriesprevailingatthetime,languagelearningwasaquestionofhabitformation,andthiscouldbereinforcedorimpededbyexistinghabits.Therefore,thedifficultyinmasteringcertainstructuresinaL2dependedonthedifferencebetweentheL1andthelanguage.,1)Background,Foursteps:
Takingthetwolanguages,L1andL2,andwritingformaldescriptionofthem.Pickingformsfromthedescriptionforcontrast.Makingacontrastoftheformschosen.Makingapredictionofdifficultythroughthecontrast.(Theterm“form”referstoanylinguisticunitofanysize.),2)ProceduresofCA,Initsstrongestformulation,theContrastiveAnalysisclaimedthatalltheerrorsmadeinlearningtheL2couldbeattributedtointerferencebytheL1.Classificationofinterference:
Sameformandmeaning,differentdistributionSamemeaning,differentformSamemeaning,differentformanddistributionDifferentform,partialoverlapinmeaningSimilarform,differentmeaning,3)Typesofinterference:
CAHcannotexplainthelogicalproblemoflanguageleaninghowlearnersknowmorethantheyhaveheardorhavebeentaught.CAanalyseswerenotalwaysvalidatedbyevidencefromactuallearnererrors.L1interferenceistheonlysourceoferror.,4)Problems:
ErroranalysisInterlanguageMorphemeOrderStudiesMonitorModelUniversalGrammar,2.Internalfocus,Interlanguage,InterlanguageisatermcoinedbySelinker(1972)torefertothesystematicknowledgeofasecondlanguagewhichisindependentofboththelearnersfirstlanguageandthetargetlanguage.,1)Definitionofinterlanguage,Nativelanguage(L1),Interlanguage,Targetlanguage(L2),AstablestateinSLAwhereL2learnersceasetheirILdevelopmentinsomerespectsbeforetheyreachtargetlanguagenorms,inspiteofcontinuingL2inputandpassageoftime.,2)Whatisfossilization?
Selinker(1972)suggeststhatthemostimportantdistinguishingfactorrelatedtoL2acquisitionisthephenomenonoffossilization.,AccordingtoSelinker(1972),“amere5%”canovercomeILfossilizationandreachtargetlanguagecompetence.ThemajorityofL2learnerscannot,nomatterwhattheageoramountofexplanationorinstruction.,Permeable:
Rulesthatconstitutethelearnersknowledgeatanyonestagearenotfixed,butareopentoamendment.Dynamic:
TheL2learnersinterlanguageisconstantlychanging.Systematic:
ILisrule-governed.,3)CharacteristicsofIL,MorphemeOrderStudies,1)IsthereanaturalorderinthegrammaticaldevelopmentofL2learners?
RogerBrown(1973)providedthefirstbaselineinformationonanL1acquisitionsequencebytrackingtheorderinwhichthreechildrenmasteredtheproductionofasetofgrammaticalmorphemesinEnglish.BasedonstudiesofchildrenlearningEnglishwhowerenativespeakersofSpanishandChinese,DulayandBurt(1974)claimedthatthissequenceconstitutedanaturalorderforEnglishL2aswellasEnglishL1.,Relevantresearches,Brown(1973)andDulayandBurt(1974)findingsisgivenbelow,Althoughnotidentical,theorderofmorphemeacquisitionreportedwassimilarinL1andL2.TheorderwasvirtuallythesameinEnglishL2whetherchildrenwereL1speakersofSpanishorChinese(notsubjecttoL1).SLAisseenasarecreationcontinuumratherthanrestructuringcontinuum.,2)Conclusions:
3)L2=L1?
TheL2=L1hypothesisisnoteasytoinvestigate.Theproblemisthatageisaconfoundingfactor,particularlywhenthecomparisonisbetweenfirstlanguageacquisitioninchildren,andthesecondlanguageacquisitioninadults.,MonitorModel,1)BackgroundRepresentative:
StephenKrashensTheoreticalfoundation:
Languageacquisitiondevice(Chomsky)Itemphasizestheroleofexposuretocomprehensibleinputinsecondlanguageacquisition.,StephenKrashensFivehypotheses,ThemonitorhypothesisTheonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.TheInputhypothesisL2acquisitiontakesplacewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareat“i+1”(i.e.arealittlemoreadvancedthanthecurrentstateofthelearnersinterlang
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- linguistic second language acquisition