新编简明英语语言学教程 第二版 戴炜栋11 Second Language Acqui

新编简明英语语言学教程 第二版 戴炜栋

Chapter 11 Second Language Acquisition Second Language Acquisition ---- formally established itself as a discipline around the 1970s, refers to the systematic study of how one person acquires a second language subsequent to his native language. Distinguish second language & foreign language

新编简明英语语言学教程 第二版 戴炜栋

Connectionsbetween first language acquisition & second language acquisition The first language study has served as a backcloth (背景)for perceiving and understanding new facts about second language learning (Littlewood, 1986). SLA is different from first language acquisition. Interlanguage (中介语 )

新编简明英语语言学教程 第二版 戴炜栋

Contrastive analysis (CA) 对比分析 (1960s) Positive transfer----facilitate target language learning Negative transfer----interfere or hinder target language learning It is believed that differences between the native language and the target language would pose difficulties in second/foreign language learning and teaching, e.g. *To touch the society . *There are more people come to study in the states. *I wait you at the gate of the school.

新编简明英语语言学教程 第二版 戴炜栋

Shortcomings of CA The CA was soon found problematic, for many of the predictions of the target language learning difficulty formulated on the basis of contrastive analysis turned out to be either uninformative or inaccurate. Predicted errors did not materialize in learner language while errors did show up that the contrastive analysis had not predicted. “Differences” and “difficulties” are not identical concepts.

新编简明英语语言学教程 第二版 戴炜栋

Error analysis (EA) The contrastive approach to learners’ errors has shed new light on people’s attitudes: the errors are significant in telling the teacher what needs to be taught, in telling the researcher how learning proceeds and those errors are a means whereby learners test their hypotheses about the language to be learnt. Two main sorts of errors: Interlingual errors (语 际错误/受母语影响的错误)& intralingual errors (语内错误)

新编简明英语语言学教程 第二版 戴炜栋

Interlingual errors----Interlingual errors mainly result from crosslinguistic interference at different levels such as phonological, lexical, grammatical or discoursal etc. For examples, a. Substitution of [t] for [θ] and [d] for [ð] : three tree, this dis. b. Shortening of long vowels: sheep ship, meet mit

新编简明英语语言学教程 第二版 戴炜栋

Intralingual errors----The intralingual errors mainly from faulty or partial learning of the target language, independent of the native language. Two types of errors have been well exploited: overgeneralization & cross-association

新编简明英语语言学教程 第二版 戴炜栋

OvergeneralizationOvergeneralization ---- the use of previously available strategies in new situations. Walked, watched, washed… *rided, *goed, *doed, *eated… Jane advised me to give up smoking. Jane told me to give up smoking. *Jane hoped me to give up smoking. *Jane suggested me to give up smoking.

新编简明英语语言学教程 第二版 戴炜栋

Cross-association互相联想 Cross-association refers to the phenomenon that the close association of the two

similar words often leads to confusion, e.g. Other/another, much/many,stalagmite石笋 /stalactite钟乳石 … It may also occurs at all levels of language from phonological to syntactic, e.g. The coffee is too hot to drink. *The apricot is too sour to eat it.

新编简明英语语言学教程 第二版 戴炜栋

Errors & mistakes Errors (错误) ---- unintentionally deviant from the target language and not self-corrigible by the learner (failure in competence); Mistakes (失误) ---- either intentionally or unintentionally deviant forms and self-corrigible (failure in performance).

新编简明英语语言学教程 第二版 戴炜栋

Interlanguage (S. Pit Corder & Larry Selinker) Interlanguage ---- learners’ independent system of the second language which is of neither the native language nor the second language, but a continuum or approximation from his native language to the target language. What learners produce, correct or wrong, are evidence or the approximation from their first language to the target language.

新编简明英语语言学教程 第二版 戴炜栋

Characteristics of interlanguage Interlanguage has three important characteristics: systematicity, permeability 渗透 性 and fossilization. Fossilization---- a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.

新编简明英语语言学教程 第二版 戴炜栋

The role of native language in 2nd language learning Language transfer: positive & negative (behaviorism) Three interacting factors in determining language transfer: A learner’s psychology Perception of native-target language distance Actual knowledge of the target language Mentalists (心灵主义者) argued that few errors were caused by language transfer; transfer is not transfer, but a kind of mental process.

新编简明英语语言学教程 第二版 戴炜栋

2nd language learning models and input hypothesis Behaviorism model emphasizes the role of imitation and positive reinforcement, a “nurture” position; The mentalists or the innativists shift to a “nature” position by stressing that human beings equipped innately with language acquisition device, are capable of language learning provided with adequate language input. The social interactionists argue that language and social interaction cannot be separated.

新编简明英语语言学教程 第二版 戴炜栋

Individual differences Language aptitude (语言能力) Motivation Learning strategies Age of acquisition Personalit …… 此处隐藏：4985字，全部文档内容请下载后查看。喜欢就下载吧 ……