★1. SLA (Second language acquisition) is the process by which a language other than the mother tongue is learnt in a natural tting or in a classroom.
★2. Acquisition vs. Learning (Krashen1982)
| 梦见馒头 Acquisition | Learning |
implicit, subconscious | explicit, conscious |
informal situations | formal situations |
us grammatical 'feel' | us grammatical rules |
depends on attitude | depends on aptitude |
stable order of acquisition | simple to complex order of learning | 鼻炎是怎么得的
| |
Acquisition refers to the learning of a language unconsciously under natural ttings where learners pay attention only to the meanings or contents rather than forms or grammars.
Learning refers to the learning of a language consciously under educational ttings where learners mainly pay attention to forms or grammars.
3. Factors affecting SLA
Social factors (external factors)
Learner factors (internal factors)
Social factors (external factors)
Social context
Language policy and the attitude of the public ctor;
Social demand
With the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated people
Learner factors (internal factors)
Motivation ，Age ，Learning strategy
4. Behaviorist learning theory
Behaviorist learning theory is a general theory of learning . it applies to all kinds of learning, not just language learning).
连锁店怎么加盟It views learning as the formation of habits. The association of a particular respon with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linked with a particular respon.
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When applied to SLA, the process of cond language acquisition is regarded as a process of habit formation.
5. The caus of errors according to behaviorism
Differences between the first and cond language create learning difficulty which result
天耀中华歌词s in errors.
Behaviorist learning theory predicts that transfer will take place from the first to the cond language. Transfer will be negative when there is proactive inhibition. In this ca errors will result.
Errors, according to behaviorist theory, were the result of non-learning, rather than wrong learning.
The means ud to predict potential errors by behaviorists is Contrastive Analysis.
6. Structuralism
Language was viewed as a coded system consisting of structurally related elements (phonemes, morphemes, words, structures and ntence patterns)
刘隆7. What is contrastive analysis (CA)
Contrastive analysis is an inductive investigative approach bad on the distinctive eleme
nts in a language. It involves the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them. It could also be done within one language. Contrastive analysis can be both theoretical and applied according to varied purpos.
8. Contrastive Analysis Hypothesis (CAH)
Contrastive analysis is a way of comparing languages in order to determine potential errors for the ultimate purpo of isolating what needs to be learned and what does not need to be learned in an L2 situation.
落得很远According to CAH, L2 errors are result of differences between the learner’s first language and the target language. The strong form of the hypothesis claims that the differences can be ud to predict all errors that will occur. The weak form of the hypothesis claims that the differences can be ud to identify some out of the total errors that actually ari.
vs difficulty
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“Difference” is a linguistic concept, whereas “difficulty” is a psychological concept. Therefore, the level of learning difficulty cannot be inferred directly from the degree of difference between two language systems.
10. Definition of Error analysis (EA)
the study and analysis of the errors made by cond and foreign language learners (Longman Dictionary of Applied Linguistics, .
It involves collecting samples of learner language, identifying the errors in the samples, describing the errors, classifying them according to their hypothesized caus, and evaluating theirs riousness.
11. Interlingual error: deviated forms resulting from the interference of one’s L1, or the negative transfer of one’s mother tongue.
Intralingual error: ①deviated forms in learner language that reflect learners’ transitional competence and which are the results of such learning process as overgeneralization.
