中介語石化現(xiàn)象研究對外語教學(xué)的啟迪(20143)

1、SLA and FLT in Chinese Context -Studies of Interlanguage Fossilization: A Case in Point 二語習(xí)得研究對中國外語教學(xué)的啟迪-以中介語石化現(xiàn)象研究為例教育部高等學(xué)校外語專業(yè)教學(xué)指導(dǎo)委員會(huì)主任委員戴煒棟教授上海外國語大學(xué)Overview Spread of English ELT in China: DevelopmentsProblems Measures Studies of SLA in last 20 years A case in point: studies of Interlanguage foss

2、ilizationSpread of EnglishqEnglishinternational/global/ multi-national/multicultural/dominant language qReport by Swedish Academy of Social Sciencesq-NSE- 400 millionq-ESL users -300 millionq-EFL users -1.5 billionqTEFL 1000 million receiving formal instruction qVarieties of English BE, AmE, NE qNew

3、 varieties of English SE, IEqLocal variety of English in daily useqUtilitarian English qOffered as an official course in universities ELT in China外語學(xué)習(xí)持續(xù)升溫，人數(shù)猛增社會(huì)各界對外語學(xué)習(xí)的質(zhì)疑英語專業(yè)擴(kuò)招非通用語種的發(fā)展存在的問題所采取的措施 1.外語學(xué)習(xí)持續(xù)升溫， 學(xué)習(xí)外語/英語人數(shù)猛增Statement of Gorden Brown: “Within the next 10-15 years, the number of Chinese w

4、ho can speak fluent English will exceed the total number of the native speakers of English”.吳啟迪（2007）：2400多萬名在校大學(xué)生Report by BC: 300 million Chinese learning English at different levelsChinglish vs China English: qipao, hutong, fengshui, doufu etc.China English: officially acceptedESL or EFL in China

5、?2.社會(huì)各界對外語/英語學(xué)習(xí)升溫的質(zhì) 疑 2000年前后英語教學(xué)費(fèi)時(shí)低效 2003年質(zhì)疑“全民學(xué)英語” 2004年質(zhì)疑英語考試“科舉考試” 2005年質(zhì)疑雙語教育的負(fù)面效應(yīng)Immersion programMaintenance bilingual educationTransitional bilingual education 2007年教育部：高校必須面向全體大學(xué)生開設(shè)中國語文必修課程3.英語專業(yè)擴(kuò)招及相應(yīng)問題英語專業(yè)900余個(gè)，其中600多個(gè)為本科英語專業(yè)英語專業(yè)TEM4,TEM8考生劇增英語專業(yè)碩士點(diǎn)200余個(gè)英語專業(yè)博士點(diǎn)大幅增加問題：How to ensure the over

6、all quality of ELT?Studies of SLA in last 20 yearsachievements and problemsMain focus: applications of SLA research findings to ELT in Chinese contextStudies of fossilization: a case in pointInterlanguage: a language which is between the native language and the target language（Longman）.Interlanguage

7、: the mental grammar that a learner constructs at a specific time in the learning process (Selinker)Selinker: few people can ever achieve native-like competenceSome factors affecting the interlanguage systemLanguage transfer：fossilized items, rules, subsystems which occur in the interlanguage as a r

8、esult of transfer from the native language.: items resulting from particular approaches used in trainingStrategies of second language communication: identifiable approaches by the learner to communicate with native speakers of the target language.Overgeneralization of target language linguistic mate

9、rial: overgeneralization of target language rules and semantic features .Cenral premises of IL(I)A learners interlanguage consists primarily of implicit linguistic knowledge.A learners interlanguage knowledge constitutes a system in the same sense that a native speakers grammar is a system. A learne

10、rs interlanguage is permeable.A learners interlanguage is transitional.A learners interlanguage is variable. At any one stage of development the learner will employ different forms for the same grammatical structure. Cenral premises of IL(II)A learners interlanguage is the product of general learnin

11、g strategies, like L1 transfer, intralingual strategies ( e.g. overgeneralization and simplification).A learner may supplement his/her interlanguage by means of communication strategies (e.g. paraphrase or request for assistance).A learners interlanguage may fossilize. Fossilization: definition 1 (

12、in second or foreign language) a process which sometimes occurs in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language. Aspects of pronunciations, vocabulary usage and grammar may become fixed or fossilized in second or foreign language learnin

13、g. Fossilized features of pronunciation contributes to a persons foreign accent. (Longman Dictionary) (Note that according to Professor Zhaohong Han fossilization happens in second language learning only, probably, as suggested by Professor Han, stabilization, not fossilization, happens in foreign l

14、anguage learning. )Fossilization: definition 2“外語學(xué)習(xí)者中介語中趨于保留的與它的目的語有關(guān)的那些石化的語言點(diǎn)，語法點(diǎn)及亞系統(tǒng)特征，這些特征不受外語學(xué)習(xí)者的年齡及所接受的外語教育多少的影響。石化的結(jié)構(gòu)趨于以潛在的方式存在，在表面上認(rèn)為清除了以后，在學(xué)習(xí)者的輸出中重新出現(xiàn)” (Selinker, 1994:31)?！叭绻薪檎Z的結(jié)構(gòu)系統(tǒng)不再進(jìn)一步發(fā)展，也是石化的表現(xiàn)?！?(Selinker, 1994:35)Types of FossilizationIndividual fossilization vs group fossilizationB.

15、Temporary fossilization vs permanent fossilizationCauses of interlanguage fossilizationSelinker: language transfer; Transfer of improper training;Strategies of second language learning;Strategies of second language communicationOvergeneralization of IL rules Causes of interlanguage fossilizationB. E

16、llis: internal and external factors External: 學(xué)習(xí)機(jī)會(huì)匱乏（lack of learning opportunities)交流壓力( pressure of communication)對學(xué)習(xí)者的某些用法進(jìn)行反饋（相互作用論）（nature of feedback) Internal: 敏感期（生物論）（sensitive period)文化遷移（acculturation) Causes of interlanguage fossilizationC. Skill learning psychologically speaking: platea

17、u ( 高原期） In terms of language proficiency: climax（高峰期）研究中介語石化現(xiàn)象對外語教學(xué)的啟迪研究中介語石化現(xiàn)象對外語教學(xué)的啟迪充分認(rèn)識(shí)和利用情感因素（affect）在外語學(xué)習(xí)中發(fā)揮的作用減少母語干擾重視社會(huì)結(jié)構(gòu)主義動(dòng)機(jī)論提高目的語輸入質(zhì)量（optimal input automatization desired output)充分理解意識(shí)理論 對外語教學(xué)的啟示（在程序化過程中教師應(yīng)關(guān)注學(xué)生，避免在程序化過程中出現(xiàn)過度概括，區(qū)分過細(xì)和過度強(qiáng)化一些規(guī)則的使用，教師應(yīng)創(chuàng)造一種有力轉(zhuǎn)化的學(xué)習(xí)環(huán)境。）加強(qiáng)對糾錯(cuò)策略的研究,注意defossilizatio

18、n/destabilization三個(gè)階段，即saliencenoticing tallying制訂符合國情的外語教育政策和教學(xué)體系（如“一條龍”體系；雙語教育政策；外語教學(xué)專業(yè)規(guī)范制定等）要注意實(shí)現(xiàn) defossilization /destabilization 的三個(gè)過程：Avoid low salience of certain linguistic features. （注意凸顯）Noticing (意識(shí)）can compensate low salience of certain linguistic featuresSubsequent tallying (吸收，記錄) of linguistic features after noticing makes contingency learning possible. 加強(qiáng)對糾錯(cuò)策略的研究。制訂符合國情的外語教育政策和教學(xué)標(biāo)準(zhǔn)，如“一條龍”體系；雙語教育政策，外語專業(yè)教