二． 主要研究成果
Chapter 3. The linguistics of SLA
Ⅰ. The nature of language
天耀中华歌词
Ⅱ. Early approaches to SLA
1. Contrastive Analysis (CA)
1). as a beginning of the survey:
aspects of its procedures are still incorporated in more recent approaches.
It introduced the influence of L1 on L2 (Chomsky)
2). CA: an approach to the study of SLA which involves predicting and explaining learner problems bad on a comparison of L1 and L2 to determine similarities and differences.
(Bad on idealized linguistic structures attributed to native speakers of L1 and L2)
邮箱怎么登录3). influenced by Structuralism and Behaviorism.
4). Goal of CA was primarily pedagogical in nature: to increa efficiency in L2 teaching and testing.
5). Process:
Describing L1 and L2 at different level
Analyzing comparable gment of the language for elements that may cau problems for learners (interference)
Types of interference | Examples |
same form and meaning; different distribution | las palomas blancas (Spanish) the white doves |
same meaning; different form | kitties 小猫们 |
same meaning; different form and distribution | water (n. v.) 水（名 ） |
different form; partial overlap in meaning | 成功秘诀leg 腿，蹄，下肢 |
similar form; different meaning | asistir (Spanish “to attend”) assist (English “to help”) |
| |
6). Asssment:
Cannot explain the logical problem of language learning (how learners know more than they’ve heard and been taught)
Not always validated by evidence from actual learner errors.
Stimulated the preparation of comparative grammar
Its analytic procedures have been ufully applied to descriptive studies and to translation
2. Error analysis (EA)
1). EA: the first approach to the study of SLA which includes an internal focus on learner’s creative ability to construct language.
(bad on the description and analysis of actual learner errors in L2)
2). CA→EA
Predictions by CA not always correct; many real learner errors are not transferred from L1
Focus on surface-level forms and patterns→underlying rules
Behaviorism→mentalism (emphasis on the innate capacity)
Teaching concerns as motivation↓
3). Procedures for analyzing learner errors:
Collection of a sample of learner language
怎样注销微信号帐号 Identification of errors
Description of errors
固体胶怎么去除Explanation of errors
E欧洲十大艺术风格valuation of errors
4). Shortcomings
优秀学生主要事迹怎么写 Ambiguity in classification
Lack of positive data
Potential for avoidance
3. Interlanguage (IL)
1). IL refers to the intermediate states (interim grammars) of a learner’s language as it moves toward the target L2.
2). Characteristics:
Systematic
Dynamic
Variable
Reduced system, both in form and function
3). Differences between SLA and L1 acquisition by children
Language transfer from L1 to L2
Transfer of training, or how the L2 is taught
Strategies of 2nd language learning
咸肉大蒜Overgeneralization of the target language linguistic materials
4). L1 as fossilization for L2 learners:
Fossilization: the probability that they’ll cea their IL development in some respects before they reach target language norms, in spite of continuing L2 input and passage time.
Relates to: the age of learning; social identity; communicative need.
4. Morpheme order studies
1). Refers to： an important Q in the study of SLA, whether there is a natural order (or universal quence) in the grammatical development of L2 learners.
2). Inflection: it adds one or more units of meaning to the ba form of a word, to give it a more specific meaning. (plural nouns, past ten etc.)
3). The order of morpheme acquisition reported was similar in L1 and L2
It supports an Identity Hypothesis (L1=L2): that process involved in L1 and L2 acquisition are the same.
4). The concept of natural order remains very important for understanding SLA. (both from linguistic and cognitive approaches)
5. Monitor model
1). One of the last of the early approaches which has an internal focus in the Monitor Mod
el.(Stephen Krashen)
2). It explicitly and esntially adopts the notion of a language acquisition device (LAD) (Chomsky ud for children’s innate knowledge of language)
3). Krashen’s approach: 5 hypotheses
6. Connsus:
1). What is being acquired in SLA is a “rule0governed” language systems
2). How SLA take place involves creative mental process.
3). Why some learners are more (less) successful in SLA than others relates primarily to the age of the learner.
Ⅲ. Universal Grammar (UG)
