linguistic-second-language-acquisitionPPT格式课件下载.ppt
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TheLinguisticsofSLA,Contents,ContrastiveAnalysis2.InternalFocus3.ExternalFocus,ContrastiveAnalysisInternalfocus:
@#@Erroranalysis,Interlinguage,MorphemeOrderStudies,MonitorModel,andUniversalGrammar.Externalfocus:
@#@SystemicLinguistics,FunctionalTypology,Function-to-FormMapping,andInformationOrganization.,Linguisticapproaches:
@#@,ContrastiveAnalysis,Contrastiveanalysisisthesystematicstudyofapairoflanguageswithaviewtoidentifytheirstructuraldifferencesandsimilarities.Representative:
@#@RobertLado(1915-1995)Foundationtheory:
@#@StructuralismandBehaviorismGoal:
@#@toincreaseefficiencyinL2teachingandtesting,1)Background,ContrastiveAnalysiswasusedextensivelyinthefieldofSLAinthe1960sandearly1970s,asamethodofexplainingwhysomefeaturesofatargetlanguageweremoredifficulttoacquirethanothers.Accordingtothebehavioristtheoriesprevailingatthetime,languagelearningwasaquestionofhabitformation,andthiscouldbereinforcedorimpededbyexistinghabits.Therefore,thedifficultyinmasteringcertainstructuresinaL2dependedonthedifferencebetweentheL1andthelanguage.,1)Background,Foursteps:
@#@Takingthetwolanguages,L1andL2,andwritingformaldescriptionofthem.Pickingformsfromthedescriptionforcontrast.Makingacontrastoftheformschosen.Makingapredictionofdifficultythroughthecontrast.(Theterm“form”referstoanylinguisticunitofanysize.),2)ProceduresofCA,Initsstrongestformulation,theContrastiveAnalysisclaimedthatalltheerrorsmadeinlearningtheL2couldbeattributedtointerferencebytheL1.Classificationofinterference:
@#@Sameformandmeaning,differentdistributionSamemeaning,differentformSamemeaning,differentformanddistributionDifferentform,partialoverlapinmeaningSimilarform,differentmeaning,3)Typesofinterference:
@#@,CAHcannotexplainthelogicalproblemoflanguageleaninghowlearnersknowmorethantheyhaveheardorhavebeentaught.CAanalyseswerenotalwaysvalidatedbyevidencefromactuallearnererrors.L1interferenceistheonlysourceoferror.,4)Problems:
@#@,ErroranalysisInterlanguageMorphemeOrderStudiesMonitorModelUniversalGrammar,2.Internalfocus,Interlanguage,InterlanguageisatermcoinedbySelinker(1972)torefertothesystematicknowledgeofasecondlanguagewhichisindependentofboththelearnersfirstlanguageandthetargetlanguage.,1)Definitionofinterlanguage,Nativelanguage(L1),Interlanguage,Targetlanguage(L2),AstablestateinSLAwhereL2learnersceasetheirILdevelopmentinsomerespectsbeforetheyreachtargetlanguagenorms,inspiteofcontinuingL2inputandpassageoftime.,2)Whatisfossilization?
@#@,Selinker(1972)suggeststhatthemostimportantdistinguishingfactorrelatedtoL2acquisitionisthephenomenonoffossilization.,AccordingtoSelinker(1972),“amere5%”canovercomeILfossilizationandreachtargetlanguagecompetence.ThemajorityofL2learnerscannot,nomatterwhattheageoramountofexplanationorinstruction.,Permeable:
@#@Rulesthatconstitutethelearnersknowledgeatanyonestagearenotfixed,butareopentoamendment.Dynamic:
@#@TheL2learnersinterlanguageisconstantlychanging.Systematic:
@#@ILisrule-governed.,3)CharacteristicsofIL,MorphemeOrderStudies,1)IsthereanaturalorderinthegrammaticaldevelopmentofL2learners?
@#@,RogerBrown(1973)providedthefirstbaselineinformationonanL1acquisitionsequencebytrackingtheorderinwhichthreechildrenmasteredtheproductionofasetofgrammaticalmorphemesinEnglish.BasedonstudiesofchildrenlearningEnglishwhowerenativespeakersofSpanishandChinese,DulayandBurt(1974)claimedthatthissequenceconstitutedanaturalorderforEnglishL2aswellasEnglishL1.,Relevantresearches,Brown(1973)andDulayandBurt(1974)findingsisgivenbelow,Althoughnotidentical,theorderofmorphemeacquisitionreportedwassimilarinL1andL2.TheorderwasvirtuallythesameinEnglishL2whetherchildrenwereL1speakersofSpanishorChinese(notsubjecttoL1).SLAisseenasarecreationcontinuumratherthanrestructuringcontinuum.,2)Conclusions:
@#@,3)L2=L1?
@#@,TheL2=L1hypothesisisnoteasytoinvestigate.Theproblemisthatageisaconfoundingfactor,particularlywhenthecomparisonisbetweenfirstlanguageacquisitioninchildren,andthesecondlanguageacquisitioninadults.,MonitorModel,1)BackgroundRepresentative:
@#@StephenKrashensTheoreticalfoundation:
@#@Languageacquisitiondevice(Chomsky)Itemphasizestheroleofexposuretocomprehensibleinputinsecondlanguageacquisition.,StephenKrashensFivehypotheses,ThemonitorhypothesisTheonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.TheInputhypothesisL2acquisitiontakesplacewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareat“i+1”(i.e.arealittlemoreadvancedthanthecurrentstateofthelearnersinterlang