二语习得理论PPT课件PPT文件格式下载.ppt

二语习得理论PPT课件PPT文件格式下载.ppt

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L2,Achildoradultlearningasecondlanguageisdifferentfromachildacquiringafirstlanguageintermsofboth1）learnercharacteristicsand2）learningconditions,2022/10/5Fall2003,3/38,DifferencesinLearningL1&

L2,LearnerCharacteristics1.Knowledgeofanotherlanguage2.Cognitivematurity3.Metalinguisticawareness4.Knowledgeoftheworld5.Nervousnessaboutspeaking,2022/10/5Fall2003,4/38,DifferencesinLearningL1&

L2,LearningConditions6.Freedomtobesilent7.Ampletime&

contact8.Correctivefeedback:

（form）grammarandpronunciation9.Correctivefeedback:

（meaning）wordchoice10.Modifiedinput,2022/10/5Fall2003,5/38,DifferencesinLearningL1&

L2,Summary:

SLA（SecondLanguageAcquisition）theoriesneedtoaccountforlanguageacquisitionbylearnerswithavarietyofcharacteristicsandlearninginavarietyofcontexts.,2022/10/5Fall2003,6/38,TheoreticalApproachestoLanguageAcquisition,2022/10/5Fall2003,7/38,Behaviorism,Skinner:

languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement.Fourcharacteristicsofbehaviorism:

1）imitation,2）practice,3）reinforcement,and4）habitinformationLado（1964）:

CAApersonlearninganL2startsoffwiththehabitsformedintheL1andthesehabitsinterferewiththenewonesneededfortheL2.,2022/10/5Fall2003,8/38,AmericanStructurismandBehaviorism,DominanttheoriesinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s.Itspsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism.ThegoalofCA:

todiscovertheproblemsthatforeignlanguagestudentswouldencounterinthelearningprocess.AndtoincreasetheefficiencyinL2teachingandtesting.,2022/10/5Fall2003,9/38,NegativeTransfer,LadoproclaimedthatmostofthedifficultiesoriginatedfromthedifferencesbetweenL1andL2.Hebelievedthatthemoredifferentthetwolanguagesare,themoredifficultlearningwouldbe,andbyknowingthis,wecouldpredictwhaterrorswouldappear.,2022/10/5Fall2003,10/38,astrongandaweakformofCA,Ladoandhisfollowersevenprovidedthedegreeofdifferencesbetweentwolanguages.ThereexistedastrongandaweakformofContrastiveAnalysis（Wardhaugh1970）.ThestrongformclaimsthatallL2errorscanbepredicatedbyidentifyingthedifferencesbetweenthetargetlanguageandthelearnersL1.Theweakformofthehypothesisclaimstobediagnostic.（Tocheckwherecouldbeerroneous）.,2022/10/5Fall2003,11/38,ContrastiveAnalysis（CA）,ContrastiveAnalysiswasrootedinthepracticalneedtoteachaL2inthemosteffectivewaypossible.Itspsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism.RobertLado:

advocatedtheapproachofContrastiveAnalysisinhisfirstBook,LinguisticsAcrossCulture（1957）,2022/10/5Fall2003,12/38,Behaviorism,BehaviorismwasoftenlinkedtotheContrastiveAnalysisHypothesis（CAH）:

ItpredictsthatwheretherearesimilaritiesbetweentheL1andthetargetlanguage,thelearnerwillacquiretarget-languagestructureswithease;

wheretherearedifferences,thelearnerwillhavedifficulty.,2022/10/5Fall2003,13/38,MoreDefinitionofCA,CA:

isanapproachtothestudyofSLAwhichinvolvepredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences.ItwasheavilyinfluencedbytheorieswhichisdominantinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s.,2022/10/5Fall2003,14/38,Behaviorism,CriticismsabouttheCAH:

ThoughalearnersL1influencestheacquisitionofanL2,NotallerrorspredictedbytheCAHareactuallymade.ManyoftheerrorswhichlearnersmakearenotpredictableonthebasisoftheCAH.SomeerrorsaresimilaracrosslearnersfromavarietyofL1backgrounds.,2022/10/5Fall2003,15/38,Behaviorism,Summary:

TheL1influencemaynotsimplybeamatterofthetransferofhabits,butamoresubtleandcomplexprocessofidentifyingpointsofsimilarity,weighingtheevidenceinsupportofsomeparticularfeature,andevenreflectingaboutwhetheracertainfeatureseemstobelonginthestructureoftheL2.,2022/10/5Fall2003,16/38,Innatism,Competencevs.PerformanceUniversalGrammar（UG）inrelationtosecondlanguagedevelopmentKrashens“monitormodel”,2022/10/5Fall2003,17/38,Innatism:

Competencevs.Performance语言能力对语言运用,Competence语言能力:

Itreferstotheknowledgewhichunderliesourabilitytouselanguage.Performance语言运用:

Itreferstothewayapersonactuallyuseslanguageinlistening,speaking,reading,andwriting.Performanceissubjecttovariationsduetoinattentionorfatiguewhereascompetence（atleastforthematurenativespeaker）ismorestable.,2022/10/5Fall2003,18/38,Innatism:

Competencevs.Performance,SLA（secondlanguageacquisition）researc