語言學(xué)習(xí)與語言教學(xué)的原則

1、Issues in First Language Acquisition RevisitedCompetence and PerformanceComprehension and ProductionNature or Nurture Universal Systematicity and Variability Language and ThoughtImitationPracticeInputDiscourseCompetence and PerformanceWhat are the language competence and performance?Chomsky(1965) re

2、garded competence as an idealized speaker-hearer who does not display performance variables.Tarone proposed heterogeneous competence.How does one infer this unobservable, underlying level?(language competence)direct methodsindirect methods(p32) ImplicationsADULT: Now Adam, listen to what i say. Tell

3、 me which is better to say.some water, or a water.ADAM: Pop go weasel. Comprehension and ProductionComprehension and ProductioncompetenceperformancecomprehensionlisteningreadingproductionspeakingwritingC1: comprehension production; productioncomprehension(examples)Implications : lag , bothW.R.Miller

4、: Whats your name ?A three-year-old child: Litha.M: Litha?C: No, Litha.M: Oh, Lisa. C: Yes, Litha.Rice(1980) :What color is this? skinnerChomsky: LAD,the innate TheoryNature or NurtureNature or NurtureImplication : both adults and children have the capacity to acquire a second language at any time.

5、Stimulus and responsereinforcement TheoryLearning TheoryUniversalUniversal Werner Leopold: phonological and grammatical universalsMaratsos: universal linguistic categories word order tone agreement(eg. of subject and verb) nouns and noun classes verbs and verb classes Is there a universal deep struc

6、tures, common to all languages?Implications: (a) simply to look for commonalities between first and second language .(b) to consider a few possible universally applicable cognitive processes of acqusition.From pivot grammar to three-and four-word utterances, and to full sentences of almost indetermi

7、nate length.Systematicity and Variability Systematicity and Variability The process of acqusitionC1, A2 ( examples)difficultImplications:lateralization of the brain; psychomotor, cognitive, affective and linguistic considerations.Past tense:separate items: walked, broke, drank-ed morpheme: walked, b

8、reaked, drinkedregular and irregular: two classessaussure(1916:9) : speech is many-sided and heterogeneous: straddling several areas simultaneously-physical, physiological, and psychological.Language and ThoughtLanguage and ThoughtLanguage Thought Jerome Bruner, Benjamin WhorfPiaget1 Unity Theory2 L

9、inguistic Determination3 Thought Determination4 Language and Thought are independent and interrelated with each otherImplicationImitationImitationC1: early, phonological acquisition surface structure( forms)Two typesdeep structure (meaning)CHILD: Nobody dont like me.MOTHER: No, say nobody likes me.C

10、HILD: Nobody dont like me. (eight repetitions of this dialogue)MOTHER: No, now listen carefully; say nobody likes me.CHILD: Oh! Nobody dont likes me. 朱曼殊等（1986）曾對(duì)一名一歲八個(gè)月的幼兒進(jìn)行追蹤研究。他們每天問小孩“xx是誰給你買的？”之類的問題，一連幾天，小孩的回答總是“xx是媽媽（或阿姨、老師等）買給你的?！彪m然每次給予糾正，但她還是不能把“買給你的”改正為“買給我的”。PracticePracticeWhat color.What

11、color blanket.What color mop.What color glass.Mommys home sik.Mommys home sick.Wheres Mommy home sick.Wheres Mikey sick.Mikey sick.(Ruth Weir.1962)Brown and HanlonMcNeill and nativistsImplication: contextualized, appropriate, meaningful practicespeakingspeakingComprehension frequencydeep structureC1

12、: parental and older siblingsInputInput Semigrammatical: McNeillGrammatical : Labov, Brown and DrachreactionDifferent language input C1 : parental, authentic , sufficient , natural.A2 : teacher, inauthentic, limitedImplication : meaningful , communicativeDiscourseDiscourseexposureinteractionconversa

13、tioninitiationsresponsesImplication for second language learning : communicative competenceStrategetic competenceDiscourse competencePragmatic competenceLinguistic competenceFive components of communicative competence(Hedge, 2000)Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.FluencyBibliographyAdamson,H.D.1988.Variation Theory and Second Language Aquisition.Washington DC: Georgetown University Press.H.D.Brown. 2001.Principles of Language Learning a