新編簡(jiǎn)明英語(yǔ)語(yǔ)言學(xué)-Chapter-11-Second-language-acquisition

Chapter11Secondlanguageacquisition第二語(yǔ)言習(xí)得知識(shí)點(diǎn)：*Definition:secondlanguageacquisition;overgeneralization;interlanguageConnectionsbetweenfirstandsecondlanguageacquisitionContrastiveanalysis*ErroranalysisCharacteristicsofinterlanguage*Krashen’sInputHypothesisIndividualDifferencesinsecondlanguageacquisition:languageaptitude;motivation;#learningstrategies考核目標(biāo)：識(shí)記：Definition:secondlanguageacquisition;overgeneralization;interlanguage領(lǐng)會(huì)：Connectionsbetweenfirstandsecondlanguageacquisition;Contrastiveanalysis;Erroranalysis;Characteristicsofinterlanguage;IndividualDifferencesinsecondlanguageacquisition簡(jiǎn)單應(yīng)用：Krashen’sInputHypothesis定義1.SecondLanguageAcquisition(SLA)第二語(yǔ)言習(xí)得：referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.指一個(gè)人在習(xí)得其母語(yǔ)之后是如何習(xí)得一門第二語(yǔ)言系統(tǒng)的研究。2.overgeneralization過(guò)度概括:theuseofpreviouslyavailablestrategiesinnewsituations.將以前適用的策略運(yùn)用于新的場(chǎng)合。3.interlanguage中介語(yǔ)：learners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.它既不是本族語(yǔ)，也不是第二語(yǔ)言，而是一個(gè)處于本族語(yǔ)和目的語(yǔ)之間的連續(xù)體或臨界體。知識(shí)點(diǎn)11.2Connectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisition第一語(yǔ)言習(xí)得與第二語(yǔ)言習(xí)得之間的聯(lián)系1.WhiletheL1isacquiredsubconsciously,theL2orFLismorecommonlylearnedconsciously.2.InacquiringtheirL1childrenalwaysconcentrateonmeaning.TheL2learnersconcentrateoncodestructure.3.Onelearnershisdirectlyfromreality.TheL2islearntinmanageablesequence4.InL1achildrenapplytherulessubconsciouslywhiletheL2learners,afteraperiodoftrainingareabletoverbalizetherules.Interlanguage(IL)語(yǔ)言石化現(xiàn)象：中介語(yǔ)fossilization的主要特征之一(指錯(cuò)誤或不地道的表達(dá))11.3Contrastiveanalysis(CA)對(duì)比分析(1960s)nativelanguage本族語(yǔ)被認(rèn)為是造成在學(xué)習(xí)第二語(yǔ)言或外語(yǔ)中缺乏成功的主要原因，人們?cè)谶w移和負(fù)遷移之間做出了區(qū)分：Positivetransfer遷移----facilitatetargetlanguagelearning促進(jìn)目的語(yǔ)的學(xué)習(xí)Negativetransfer負(fù)遷移----interfereorhindertargetlanguagelearning干擾目的語(yǔ)的學(xué)習(xí)Itisbelievedthatdifferencesbetweenthenativelanguageandthetargetlanguagewouldposedifficultiesinsecond/foreignlanguagelearningandteaching,本族語(yǔ)和目的語(yǔ)之間的區(qū)別會(huì)為第二語(yǔ)言（外語(yǔ)）的學(xué)習(xí)造成困難e.g.*Totouchthesociety.*Therearemorepeoplecometostudyinthestates.*Iwaityouatthegateoftheschool.ShortcomingsofCA：TheCAwassoonfoundproblematic,formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.Predictederrorsdidnotmaterializeinlearnerlanguagewhileerrorsdidshowupthatthecontrastiveanalysishadnotpredicted.“differences”and“difficulties”arenotidenticalconcepts.沒(méi)過(guò)多久人們就發(fā)現(xiàn)對(duì)比分析有問(wèn)題，因?yàn)樵S多基于對(duì)比分析作出的目的語(yǔ)的學(xué)習(xí)困難的預(yù)見(jiàn)，要么是不準(zhǔn)確的，要么就是沒(méi)有信息意義。（預(yù)見(jiàn)的的錯(cuò)誤在學(xué)習(xí)者的語(yǔ)言中沒(méi)有實(shí)現(xiàn)，而對(duì)比分析貿(mào)易預(yù)見(jiàn)的錯(cuò)誤卻出現(xiàn)了。）人們開(kāi)始意識(shí)到“差異”和“困難”并不是同一概念。（盛行一時(shí)的CA逐漸被EA所取代。）2）Cross-association互相聯(lián)想：referstothephenomenonthatthecloseassociationofthetwosimilarwordsoftenleadstoconfusion,兩個(gè)拼寫、發(fā)音、意義相近的詞，兩者之間相近的聯(lián)想經(jīng)常會(huì)導(dǎo)致混淆，這樣的內(nèi)部干擾稱為互相聯(lián)想。e.g.Other/another,much/many,stalagmite/stalactite…Itmayalsooccursatalllevelsoflanguagefromphonologicaltosyntactic,互相聯(lián)想可以出現(xiàn)在從音位到句法的所有層面上：e.g.Thecoffeeisveryhot.Ican’tdrinkit.→Thecoffeeistoohottodrink.Theapricot杏子issour.Ican’teatit.→*Theapricotistoosourtoeatit.（混合的句子）Errors&mistakes語(yǔ)誤和差錯(cuò)Errors語(yǔ)誤----unintentionallydeviantfromthetargetlanguageandnotself-corrigiblebythelearner(failureincompetence)；無(wú)意地偏離目的語(yǔ)，而學(xué)習(xí)者不能自我糾正，它表明的是語(yǔ)言能力上的失?。ú豢杉m正）Mistakes----eitherintentionallyorunintentionallydeviantformsandself-corrigible(failureinperformance).有意或無(wú)意地偏離的形式，并且可以自我糾正，表明的是語(yǔ)言行為的失敗。（可糾正）11.5Interlanguage(byS.PitCorder&LarrySelinker)中介語(yǔ)：被確立為學(xué)習(xí)者的第二語(yǔ)言系統(tǒng)Interlangauge中介語(yǔ)：learners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.它既不是本族語(yǔ)，也不是第二語(yǔ)言，而是一個(gè)處于本族語(yǔ)和目的語(yǔ)之間的連續(xù)體或臨界體。Whatlearnersproduce,correctorwrong,areevidenceortheapproximationfromtheirfirstlanguagetothetargetlanguage.學(xué)習(xí)者所創(chuàng)造的東西，無(wú)論正確與否，都是從第一語(yǔ)言到目的語(yǔ)之間的臨界體的證據(jù)。ThreeimportantCharacteristicsofinterlanguage中介語(yǔ)的三個(gè)重要特征：systematicity系統(tǒng)性,permeability滲透性andfossilization.語(yǔ)言石化現(xiàn)象Fossilization語(yǔ)言石化現(xiàn)象：aprocessoccurringfromtimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.一個(gè)時(shí)不時(shí)會(huì)出現(xiàn)的過(guò)程，在這個(gè)過(guò)程中，不正確的語(yǔ)言特征成為了一個(gè)人說(shuō)或?qū)懸婚T語(yǔ)言的方式的一個(gè)不變的部分。11.6Theroleofnativelanguagein2ndlanguagelearning本族語(yǔ)在第二語(yǔ)言學(xué)習(xí)中的作用Languagetransfer語(yǔ)言遷移(behaviorism行為主義):positive正面遷移&negative負(fù)面遷移（干擾）Mentalistsarguedthatfewerrorswerecausedbylanguagetransfer;transferisnottransfer,butakindofmentalprocess.精神第一性論者認(rèn)為語(yǔ)言遷移造成的語(yǔ)誤很少，因此遷移并不是遷移，而是一種心理過(guò)程。Threeinteractingfactorsindetermininglanguagetransfer第二語(yǔ)言學(xué)習(xí)的語(yǔ)言遷移中有三個(gè)相互作用的因素:1)Alearner’spsychology學(xué)習(xí)者的心理（學(xué)習(xí)者如何組織他的本族語(yǔ)）2)Perceptionofnative-targetlanguagedistance對(duì)本族語(yǔ)和目的語(yǔ)之間舉例的感知3)Actualknowledgeofthetargetlanguage對(duì)目的語(yǔ)的現(xiàn)實(shí)知識(shí)11.7Secondlanguagelearningmodelsandinputhypothesis第二語(yǔ)言學(xué)習(xí)的模式和輸入假設(shè)Behaviorismmodelemphasizestheroleofimitationandpositivereinforcement,a“nurture”position;行為主義模式強(qiáng)調(diào)模仿與正面強(qiáng)化的作用，處于一個(gè)“培育”的位置。Thementalistsortheinnativistsshifttoa“nature”positionbystressingthathumanbeingsequippedinnatelywithlanguageacquisitiondevice,arecapableoflanguagelearningprovidedwithadequatelanguageinput.精神第一性論者或語(yǔ)法天生主義者已經(jīng)轉(zhuǎn)移到一個(gè)“天性”的位置，他們強(qiáng)調(diào)人天生具有語(yǔ)言習(xí)得機(jī)制，能夠在提供足夠輸入的情況下學(xué)習(xí)語(yǔ)言。Thesocialinteractionistsarguethatlanguageandsocialinteractioncannotbeseparated.當(dāng)今的第二語(yǔ)言習(xí)得的模式和理論主要分歧：語(yǔ)言習(xí)得和社會(huì)互動(dòng)是互相依賴，不能分開(kāi)的。Krashen’sInputHypothesis克拉申的輸入假設(shè)：Krashenmakeadistinctionbetweenacquisition&learning.兩種獨(dú)立的第二語(yǔ)言學(xué)習(xí)的方式或途徑：習(xí)得（非正式、自然的學(xué)習(xí)）和學(xué)習(xí)（有意識(shí)的）。Heputforwardthatlearnersadvancetheirlanguagelearninggraduallybyreceivingcomprehensibleinput.他還提出學(xué)習(xí)者是通過(guò)接受“可理解的輸入”來(lái)逐漸推進(jìn)他們的語(yǔ)言學(xué)習(xí)的。Hedefinedcomprehensibleinputas“i+1”（他把可理解的輸入定義為“i+1”“i”representslearnerscurrentstateofknowledge,thenextstageisan“i+1”i表示學(xué)習(xí)者當(dāng)前的知識(shí)狀態(tài)，下一個(gè)階段就是i+1Krashenmistookinputandintake,thusreceivecriticism.（后來(lái)他的輸入假設(shè)受到了批評(píng)，因他誤把“input”當(dāng)作“intake”（即已經(jīng)被學(xué)習(xí)者內(nèi)在化了的實(shí)際輸入部分）11.8Individualdifferences個(gè)體差異1.Languageaptitude語(yǔ)言能力：referstoanaturalabilityforlearningasecondlanguage.Itisbelievedtoberelatedtoalearner’sgeneralintelligence.JohnCarrollidentifiedsomecomponentsoflanguageaptitude指學(xué)習(xí)第二語(yǔ)言的天生能力。人們認(rèn)為它是與學(xué)習(xí)者的總體智力有關(guān)，JohnCarroll曾經(jīng)對(duì)語(yǔ)言能力的幾個(gè)組成成分作出鑒定即（語(yǔ)言天賦的4種能力）:1）Phonemiccodingability語(yǔ)言編碼能力，2）Grammaticalsensitivity語(yǔ)法感受能力，3）Inductivelanguagelearningability（歸納性語(yǔ)言學(xué)習(xí)能力）推理能力，4）Rotelearningability（背誦學(xué)習(xí)能力）言語(yǔ)記憶能力2.Motivation動(dòng)機(jī)：canbedefinedasthelearner’sattitudesandaffectivestateorlearningdrive.Ithasastrongimpactonhiseffortsinlearningasecondlanguage.Generallyfourtypesofmotivationshavebeenidentified學(xué)習(xí)者的態(tài)度、情感狀態(tài)或?qū)W習(xí)動(dòng)力的動(dòng)機(jī)對(duì)學(xué)習(xí)者在學(xué)習(xí)第二語(yǔ)言中所作出的努力有很大影響:1）Instrumentalmotivation工具性動(dòng)機(jī)，2）Integrativemotivation綜合性動(dòng)機(jī)，3）Resultativemotivation結(jié)果性動(dòng)機(jī)4）Intrinsicmotivation內(nèi)在動(dòng)機(jī)3.Learningstrategies學(xué)習(xí)策略：arelearners’conscious,goal-orientedandproblem-solvingbasedeffortstoachievelearningefficiency.（AccordingtoChamot(1986)&Oxford(1990),threetypesofstrategieshavebeenidentified）是學(xué)習(xí)者有意識(shí)的、以目的為導(dǎo)向，以解決問(wèn)題為基礎(chǔ)，為提高學(xué)習(xí)效率而作出的努力（Chamot(1986)&Oxford(1990)所提出的劃分得到了廣泛的認(rèn)可）:1）Cognitivestrategies認(rèn)知策略----analyzing,synthesisandinternalizingwhathasbeenlearned.涉及分析、綜合以及將所學(xué)的內(nèi)容進(jìn)行內(nèi)在化的策略。2）Metacognitivestrategies元認(rèn)知策略----planning,monitoringandevaluatingone’slearning.計(jì)劃、監(jiān)測(cè)和評(píng)價(jià)一個(gè)人的學(xué)習(xí)的技巧。3）Affect/socialstrategies影響、社會(huì)策略----thew