新编简明英语语言学教程-第二版-Second-Language-Acquisition(课堂)课件.ppt

1、1Chapter 11 Second Language Acquisition Second Language Acquisition-formally established itself as a discipline around the 1970s,refers to the systematic study of how one person acquires a second language subsequent to his native language.Distinguish second language&foreign language2Connections betw

2、een first language acquisition&second language acquisition The first language study has served as a backcloth(背景）for perceiving and understanding new facts about second language learning(Littlewood,1986).SLA is different from first language acquisition.Interlanguage（中介语）3Contrastive analysis(CA)对比分析

3、对比分析(1960s)Positive transfer-facilitate target language learning Negative transfer-interfere or hinder target language learning It is believed that differences between the native language and the target language would pose difficulties in second/foreign language learning and teaching,e.g.*To touch t

4、he society.*There are more people come to study in the states.*I wait you at the gate of the school.4Shortcomings of CA The CA was soon found problematic,for many of the predictions of the target language learning difficulty formulated on the basis of contrastive analysis turned out to be either uni

5、nformative or inaccurate.Predicted errors did not materialize in learner language while errors did show up that the contrastive analysis had not predicted.“Differences”and“difficulties”are not identical concepts.5Error analysis(EA)The contrastive approach to learners errors has shed new light on peo

6、ples attitudes:the errors are significant in telling the teacher what needs to be taught,in telling the researcher how learning proceeds and those errors are a means whereby learners test their hypotheses about the language to be learnt.Two main sorts of errors:Interlingual errors(语际错误/受母语影响的错误）&int

7、ralingual errors(语内错误）6Interlingual errors-Interlingual errors mainly result from cross-linguistic interference at different levels such as phonological,lexical,grammatical or discoursal etc.For examples,a.Substitution of t for and d for :threetree,thisdis.b.Shortening of long vowels:sheepship,meetm

8、it7Intralingual errors-The intralingual errors mainly from faulty or partial learning of the target language,independent of the native language.Two types of errors have been well exploited:overgeneralization&cross-association8OvergeneralizationOvergeneralization-the use of previously available strat

9、egies in new situations.Walked,watched,washed *rided,*goed,*doed,*eated Jane advised me to give up smoking.Jane told me to give up smoking.*Jane hoped me to give up smoking.*Jane suggested me to give up smoking.9Cross-association互相联想互相联想 Cross-association refers to the phenomenon that the close asso

10、ciation of the two similar words often leads to confusion,e.g.Other/another,much/many,stalagmite石笋/stalactite钟乳石 It may also occurs at all levels of language from phonological to syntactic,e.g.The coffee is too hot to drink.*The apricot is too sour to eat it.10Errors&mistakes Errors(错误)-unintentiona

11、lly deviant from the target language and not self-corrigible by the learner(failure in competence)；Mistakes(失误)-either intentionally or unintentionally deviant forms and self-corrigible(failure in performance).11Interlanguage (S.Pit Corder&Larry Selinker)Interlanguage-learners independent system of

12、the second language which is of neither the native language nor the second language,but a continuum or approximation from his native language to the target language.What learners produce,correct or wrong,are evidence or the approximation from their first language to the target language.12Characteris

13、tics of interlanguage Interlanguage has three important characteristics:systematicity,permeability 渗透性 and fossilization.Fossilization-a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.13The role of na

14、tive language in 2nd language learning Language transfer:positive&negative(behaviorism)Three interacting factors in determining language transfer:A learners psychology Perception of native-target language distance Actual knowledge of the target language Mentalists(心灵主义者)argued that few errors were c

15、aused by language transfer;transfer is not transfer,but a kind of mental process.142nd language learning models and input hypothesis Behaviorism model emphasizes the role of imitation and positive reinforcement,a“nurture”position;The mentalists or the innativists shift to a“nature”position by stress

16、ing that human beings equipped innately with language acquisition device,are capable of language learning provided with adequate language input.The social interactionists argue that language and social interaction cannot be separated.15Individual differences Language aptitude(语言能力）Motivation Learnin

17、g strategies Age of acquisition Personality 16Language aptitude Language aptitude refers to a natural ability for learning a second language.It is believed to be related to a learners general intelligence.John Carroll identified some components of language aptitude:Phonemic coding ability Grammatica

18、l sensitivity Inductive language learning ability Rote learning ability（强记能力）17Motivation Motivation can be defined as the learners attitudes and affective state or learning drive.It has a strong impact on his efforts in learning a second language.Generally four types of motivations have been identi

19、fied:P 164 Instrumental motivation 工具型动机 Integrative motivation 融入型动机 Resultative motivation 结果动机 Intrinsic motivation 内在动机 18Learning strategies Learning strategies are learners conscious,goal-oriented and problem-solving based efforts to achieve learning efficiency.According to Chamot(1986)&Oxford

20、(1990),three types of strategies have been identified:Cognitive strategies-analyzing,synthesis综合推理 and internalizing what has been learned.Metacognitive strategies-planning,monitoring and evaluating ones learning.Affect/social strategies-the ways learners interact with other speakers.Cohen(1998)furt

21、her distinguishes language learning strategies and language using strategies.P.16519Age of acquisition The Critical Period Hypothesis Recent studies support the hypothesis that in terms of learning achievement and grammaticality the younger learners outperform the adults.20Personality In terms of co

22、mmunicative ability rather than grammatical accuracy or knowledge of grammatical rules,the personality traits such as extroversion,talkative,self-esteem,self-confidence can be found in successful second language learners(as in the case of Liyang:Crazy English).21SLA&its pedagogical implications Modified input-providing comprehensible input to facilitate learning.Modified interaction-providing learning prompts,more comprehension checks,recasts and expansion to achieve maximum learning.Focus on form-providing formal instruction and explicit correction in class.