第二語(yǔ)言習(xí)得入門Unit6課件

1、Analyzing Learner LanguageUnit 6Analyzing Learner LanguageUnit1 23目錄6.1 Contrastive Analysis6.2 Error Analysis6.3 Learner Corpus Analysis1 23目錄6.1 Co1. Try to consider the following questions and get answers to them:Does your teacher of English always make comparisons between English and Chinese in

2、his/her teaching in order to make us understand or remember what you learn?Do you often translate the new English words or sentences into Chinese in your learning?What types of errors do you make most often in your English learning? Why?Do you often analyze your errors in order to avoid them later?2

3、. Make a powerpoint presentation in which you give examples to show your understanding of the key concepts of this unit. Pre-learning Tasks1. Try to consider the followi6.1 Contrastive Analysis6.1.1 What is CA?6.1.2 Hypotheses of CA6.1.3 Procedures of CA6.1.4 Criticisms of CA6.1 Contrastive Analysis

4、6.1.1 Contrastive analysis is a systematic method of comparing two or more languages or subsystems of languages in order to determine both the differences and similarities between them. 6.1.1 What is CA?Contrastive analysis is a syst1) The strong versionIt is possible to contrast the system of one l

5、anguage (the grammar, phonology and lexicon) with the system of a second language in order to predict the difficulties which a speaker of the second language will have in learning the first language, and to construct reading materials to help her learn that language. 2) The weak versionThis version

6、requires that linguists only use the best linguistic knowledge available to them to account for observed difficulties in second language learning. It does not require the prediction of those difficulties, and conversely, of those learning points which do not create any difficulties. 6.1.2 Hypotheses

7、 of CA1) The strong version6.1.2 HypThe procedures of contrastive analysis follow four steps: 1) Description: a formal description of the relevant features of each language compared; 2) Selection: a selection of subsystems predicted to present difficulty in order to establish the comparability; 3) C

8、omparison and contrast: the identification of areas of difference and similarity; 4) Prediction: identification of possible areas to cause errors. 1) Step One: Describing Relevant Features of Both Languages2) Step Two: Establishing Comparability3) Step Three: Comparison and Contrast6.1.3 Procedures

9、of CAThe procedures of contrastive CA has its own limitations. CA cannot predict errors in language learning. the strong version of CA is proved to be unfeasible. CA studies concentrated largely on grammatical aspects, the phonological level, the morphemic level and the syntactical level. There is p

10、ractically little contrastive analysis above the sentence level, let alone the textual or discourse level. 6.1.4 Criticisms of CACA has its own limitations. 6.6.2 Error Analysis6.2.1 What is EA?6.2.2 Procedures of EA6.2.3 Criticisms of EA6.2 Error Analysis6.2.1 What 6.2.1 What is EA?Error analysis i

11、s the method to deal with intralingual factors in learners language.Error analysis aims to find out how well the learner knows the second language; find out how the learner learns the second language; obtain information on common difficulties in second language learning; serve as an aid in teaching

12、or in the preparation and compilation of teaching materials. 6.2.1 What is EA?Error analysi6.2.2 Procedures of EAFig 6.1 Procedures of Error Analysis6.2.2 Procedures of EAFig 6.1 a) Distinction between Error and Mistakeb) Identification of Errorsc) Description of Errorsd) Explanation of Errorse) Eva

13、luation of Errorsf) Correction of Errors6.2.2 Procedures of EAa) Distinction between Error a1) Confusion of error description and error explanation2) Lack of precision and specificity in the error categories3) Inappropriate use of simplistic classifications for learners errors4) Too much attention t

14、o learners errors5) Overstressing production data6) Failure to capture L2 learning phenomena7) Failure to provide a complete view of L2 acquisition over time6.1.4 Criticisms of CA1) Confusion of error descript6.3 Learner Corpus Analysis6.3.1 What is a Learner Corpus?6.3.2 Approaches of Learner Corpu

15、s Analysis6.3 Learner Corpus Analysis6.36.3.1 What is a Learner Corpus?A learner corpus is defined as a large collection of texts of L2 learners spoken or written interlanguage. The corpus can be voice data or text data, depending on the research purpose. 6.3.1 What is a Learner Corpuscontrastive in

16、terlanguage analysisThe analysis involves comparisons between at least two corpora. CIA involves four major types of comparison:(1) comparison of native language and interlanguage;(2) comparison of different interlanguages;(3) comparison of interlanguages of different levels;(4) comparison of spoken

17、 and written interlanguages. 2) computerized error analysisComputer error analysis is a method which has developed from the traditional error analysis (EA) in applied linguistics studies. It avoids many of EAs problems and is now an important way to analyze L2 learners language output. The crucial d

18、ifference between traditional EA and computer-aided error analysis lies in the fact that the latter allows for the full context to be presented, and does not only look into learners errors.6.3.2 Approaches of Learner Corpus Analysiscontrastive interlanguage analContrastive Analysis (CA) is a systema

19、tic method of comparing two or more languages or subsystems of languages in order to determine both the differences and similarities between them.Error Analysis (EA) is the study of types, quantity and causes of errors that occurs in the modality, linguistic levels, forms, norm and system of the learners language. Contrastive Interlanguage Analysis (CIA) is the computerized method to study