第二语言习得概论(分析:学习者).pptx
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第二语言习得概论AnOutlineofSecondLanguageAcquisitionResearch,Fivehypothesesaboutsecondlanguageacquisition,Theacquisition-learningdistinctionTheinputhypothesis3.ThemonitorhypothesisTheaffectiveFilterhypothesisThenaturalorderhypothesis,1)Acquisitionvs.LearningTheAmericanSLAscholarStephenKrashenmakesthedistinctionbetweenacquisitionandlearning.Krashenholdsthatlanguageacquisitionisasubconsciousprocesstoacquirealanguageinnaturalsettings,whilelanguagelearningisaconsciousprocesstoobtainalanguageinschoolsettings.,Childrenobtaintheirmothertonguenotthroughconsciouslearning,butthesecondlanguage,thoughitcanbeacquiredinappropriatelinguisticcontext,isusuallyobtainedinnon-naturalenvironmentthroughformalinstructionandconsciouslearning.,2.THEINPUTHYPOTHESISHowdowemovefromstagei,whereirepresentscurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?
Theinputhypothesismakesthefollowingclaim:
anecessary(butnotsufficient)conditiontomovefromstageitostagei+1isthattheacquirerunderstandinputthatcontainsi+1,whereunderstandmeansthattheacquirerisfocussedonthemeaningandnottheformofthemessage.,Weacquire,inotherwords,onlywhenweunderstandlanguagethatcontainsstructurethatisalittlebeyondwherewearenow.,Theanswertothisapparentparadoxisthatweusemorethanourlinguisticcompetencetohelpusunderstand.Wealsousecontext,ourknowledgeoftheworld,ourextra-linguisticinformationtohelpusunderstandlanguagedirectedatus.,1.ContextClue1:
definition,Sometimesawriterknowsthatawordisunfamiliarorstrangetomanyreaders.Tomakethewordeasiertounderstand,thewritermayincludeadefinitionofthewordinasentence.,Allotherbirthdaysarecalledsingil(bornday).Thesixty-firstbirthdayiscalledhuangup(beginningofnewlife.)Theharborisprotectedbyajetty-awallbuiltoutintothewater.Janeisindecisive,thatis,shecantmakeuphermind.,ContextClue2:
RestatementMoreoften,youmayfindarestatement,whichtellsyoualmostasmuchasadefinition.Hehadawanlook.Hewassopaleandweakthatwethoughthewasill.Iamaresoluteman.OnceIsetupagoal,Iwontgiveitupeasily.,ContextClue3:
GeneralknowledgeMoreoftenthannot,themeaningofmanywordscanbereadilyguessedifyouuseyourownexperienceorgeneralknowledgeofthesubject.A.ThedoorwassolowthatIhitmyheadonthelintel.,ContextClue4:
Relatedinformation,Sometimesyoucanmakeanintelligentguessofthemeaningofsomenewwordsorexpressionsifyouputtogetherrelatedinformationfromthesurroundingtext.,A.Shewenttoschoolfor12yearsandshecantwriteasentence?
”Timkensaid.“Theymadeanilliterateoutofmydaughter!
”,ContextClue5:
ExamplesExamplescanalsogiveyousomecluesorhintstothemeaningsofunfamiliarwords.Selectanyoftheseperiodicals:
Timemagazine,Newsweek,Readersdigest,etc.Sheisstudyingglaucomaandotherdiseasesoftheeye.,ContextClue6:
ComparisonWhenwecomparethings,weseehowtheyarelikeeachother.Socomparisonsinwritingcangiveyoucluestothemeaningsofunfamiliarwords.,A.Thesnowwasfalling.Bigflakesdriftedwiththewindlikefeathers.,B.Thehot-airballoontookoff.Itwasasbuoyantintheairasacork(软木塞)inwater.,ContextClue7:
ContrastTheuseacontrastcangiveyouahinttothemeaningofanunfamiliarword.A.JanewastalkingwithotherswhileJohnremainedreticentallthetime.,B.Mostofusagreed;however,Billdissented.,C.Peterwasnotfrugalsincehespentmoneysofreely.,Theinputhypothesissaystheopposite.Itsaysweacquirebygoingformeaningfirst,andasa,result,weacquirestructure!
Wemaythusstateparts
(1)and
(2)oftheinputhypothesisasfollows:
(1)Theinputhypothesisrelatestoacquisition,notlearning.,
(2)Weacquirebyunderstandinglanguagethatcontainsstructureabitbeyondourcurrentlevelofcompetence(i+1).Thisisdonewiththehelpofcontextorextra-linguisticinformation.,ConsciouslearningisavailableonlyasaMonitor,whichcanaltertheoutputoftheacquiredsystembeforeoraftertheutteranceisactuallyspokenorwritten.Itistheacquiredsystemwhichinitiatesnormal,fluentspeechutterances.,3.Themonitorhypothesis,Acquiredcompetence,Learnedcompetence(themonitor),Output,Monitorcanaltertheoutputoftheacquiredsystembeforeoraftertheutteranceisactuallyspokenorwritten.Itistheacquiredsystemwhichinitiatesnormal,fluentspeechutterances.,TheMonitorhypothesisimpliesthatformalrules,orconsciouslearning,playonlyalimitedroleinsecondlanguageperformance.Secondlanguageperformerscanuseconsciousrulesonlywhenthreeconditionsaremet.,(i)Time.Inordertothinkaboutanduseconsciousruleseffectively,asecondlanguageperformerneedstohavesufficienttime.Formostpeople,normalconversationdoesnotallowenoughtimetothinkaboutanduserules.,(ii)Focusonform.TousetheMonitoreffectively,timeisnotenough.Theperformermustalsobefocussedonform,orthinkingaboutcorrectness.Evenwhenwehavetime,wemaybesoinvolvedinwhatwearesayingthatwedonotattendtohowwearesayingit.,(iii)Knowtherule.Thismaybeaveryformidable难以克服的requirement.Linguisticshastaughtusthatthestructureoflanguageisextremelycomplex,andtheyclaimtohavedescribedonlyafragmentofthebestknownlanguages.,AlltherulesofEnglishSubsetofEnglishdescribedbyformallinguistsAppliedlinguistsknowledgeBestteacherskRnouwlelsedtagueghtRulesactuallylearnedbystudentsRulesusedinperformance,(i)MonitorOver-users.ThesearepeoplewhoattempttoMonitorallthetime,performerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlanguage.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleofutterances,andaresoconcernedwithcorrectnessthattheycannotspeakwithanyrealfluency.,(ii)Monitorunder-users.Theseareperformerswhohavenotlearned,oriftheyhavelearned,prefernottousetheirconsciousknowledge,evenwhenconditionsallowit.,Under-usersaretypicallyuninfluencedbyerrorcorrection,canself-correctonlybyusingafeelforcorrectness(e.g.itsoundsright),andrelycompletelyontheacquiredsystem.,(iii)TheoptimalMonitoruser.Ourpedagogicalgoalistoproduceoptimalusers,performerswhousetheMonitorwhenitisappropriate,andwhenitdoesnotinterferewithcommunication.,5THEAFFECTIVEFILTERHYPOTHESIS,TheAffectiveFilterhypothesisstateshowaffectivefactorsrelatetothesecondlanguageacquisitionprocess.,
(1)Motivation.Performerswithhighmotivationgenerallydobetterinsecondlanguageacquisition(usually,butnotalways).,
(2)Self-confidence.Performerswithself-confidenceandagoodself-image,tendtodobetterinsecondlanguageacquisition.,(3)Anxiety.Lowanxietyappearstobeconducivetosecondlanguageacquisition,whethermeasuredaspersonalorclassroomanxiety.,Input,LanguageAcquisitionDevice,Acquiredcompetence,Filter,The“affectivefilter”actstopreventinputfrombeingusedforlanguageacquisition.Acquirerswithoptimalattitudesarehypothesizedtohavelowaffectivefilters.Classroomsthatencouragelowfiltersarethosethatpromotelowanxietyamongstudents,thatkeepstudents“offthedefensive.”,5.TheNaturalOrderhypothesisAcquirersofagivenlanguagetendtoacquirecertaingrammaticalstructuresearly,andotherslater.Inotherwords,theacquisitionofgrammaticalstructuresproceedsinapredictableorder.,-Ing(progressive)PluralCopular(“tobe”)Auxiliary(progressive,asin“heisgoing”)Article(a,the)IrregularPastRegularPastIIISingular-sPossessive-s,OtherTheoriesaboutLanguageLearning,Thecriticalperiodforlanguageacquisition,Thecriticalperiodhypothesis,advancedbyneurobiologistEricLenneberg,referstoaperiodinoneslifeextendingfromaboutagetwotopuberty青春期,duringwhichthehumanbrainismostreadytoacquireaparticularlanguagewithoutformalclassroominstruction.,Thecriticalperiodforfirstlanguageacquisitioncoincideswiththeperiodofbrainlateralization偏侧性.,Brainlateralizationisthelocalizationofcognitiveandperceptualfunctionsinaparticularhemisphereofthebrain.Lateralizationprocessisgradualandmaturational.Itseemstobehuman-specific.,Lefthemisphere,Righthemisphere,languageandspeech,perceptionofnonlinguisticsounds,analyticreasoning,holisticreasoning,temporalordering,visualandspatialskills,Lefthemisphere,Righthemisphere,readingandwriting,recognitionofpatterns,calculation,recognitionofmusicalmelodies,associativethought,Caretakerspeechisamodifiedspeechusuallyforcommunicationwithchildren.Childrenwithlittleornoexposuretocaretakerspeechdonotnecessarilyacquiretheirmothertonguesmoreslowlythanchildrenwithmuchexposuretocaretakerspeech.,ContrastiveAnalysisisusuallytheanalysisofsimilaritiesanddifferencesbetweenthemothertongueandthetargetlanguagetopredictthemaincausesofthedifficultiesinthetargetlanguagelearningsothatmeasurescanbetakentoovercomethesedifficulties.,4.4Inter-languageandfossilization,Interlanguageisavarietyformedinthetransitionoflearnerslinguisticformsfromtheirmothertonguetothetargetlanguage.Itisdifferentfromthemothertongueandthetargetlanguageaswell.Itistheresultofthelearnersuseoftheircreatively-constructedlinguisticrulestocommunicateintheprocessofsecondlanguagelearning.Therefore,itissystematic.,Fossilizationoccurswhenlearnerslinguisticformsstopapproximatingthetargetsystemandlearners,therefore,failtoachievenative-likecompetenceinthetargetlanguage.,LearnerFactors,TheoptimumageforsecondlanguageacquisitionAlthoughthereisacriticalperiodinlanguagelea