linguistic-second-language-acquisition.ppt

linguistic-second-language-acquisition.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