二． 主要研究成果
Chapter 3. The linguistics of SLA
Ⅰ. The nature of language
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.
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(Bad on idealized linguistic structures attributed to native speakers of L1 and L2)
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)大年初一吃饺子
倒次元韵
Types of interference | Examples |
same form and meaning; different distribution | las palomas blancas (Spanish) the white doves |
same meaning; 整人的脑筋急转弯 different form | kitties 小猫们 |
same meaning; different form and distribution | water (n. v.) 水（名 ） |
different form; partial overlap in meaning | leg 腿，蹄，下肢 |
榴莲炖排骨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
♦Identification of errors
♦Description of errors
♦Explanation of errors
♦Evaluation of errors
4). Shortcomings
♦Ambiguity in classification
♦Lack of positive data
♦Potential for avoidance
3.Interlanguage (IL)
1). IL refers to the intermediate states (interim grammars不像的英文) 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
♦Overgeneralization of the target language linguistic materials
4). L1 as 鼻头红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). H音乐的英语怎么读ow 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)
