新编简明英语语言学教程第二版戴炜栋
11SecondLanguageAcqui
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 itlf as a discipline around the 1970s, refers to the systematic study of how one person acquires a cond language subquent to his native language. Distinguish cond language foreign language
新编简明英语语言学教程第二版戴炜栋
Connectionsbetween first language acquisition cond language acquisition The first language study has rved as a backcloth (背景)for perceiving and understanding new facts about cond 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热田神宫
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 po difficulties in
cond/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估算方法
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 rearcher how learning proceeds and tho errors are a means whereby learners test their hypothes 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 [] : 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淘淘搜
新编简明英语语言学教程第二版戴炜栋
OvergeneralizationOvergeneralization ---- the u of previously available strategies in new situations. Walked, watched, washed。*rided, *goed, *doed, *eated。Jane advid 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 clo 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 lf-corrigible by the learner (failure in
competence); Mistakes (失误) ---- either intentionally or unintentionally deviant forms and lf-corrigible (failure in performance).
中国的河流新编简明英语语言学教程第二版戴炜栋承认造句
预防疾病知识
Interlanguage (S. Pit Corder Larry Selinker) Interlanguage ---- learners’ independent system of the cond language which is of neither the native language nor the cond 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.
小甲壳虫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 caud 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 parated.
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 Personality
新编简明英语语言学教程第二版戴炜栋
Language aptitude Language aptitude refers to a natural ability for learning a cond language. It is believed to be related to a learner’s general intelligence. John Carroll identified some components of language aptitude: Phonemic coding ability Grammatical nsitivity Inductive language learning ability Rote learning ability (强记能力)
新编简明英语语言学教程第二版戴炜栋
Motivation Motivation can be defined as the learner’s attitudes and affective state or learning drive. It has a strong impact on his efforts in learning a cond language. Generally four types of motivations have been identified: P 164 Instrumental motivation 工具型动机Integr功率换算马力
