二语习得教案

SecondLanguageAcquisitionAnIntroductoryCourseSusanGass&LarrySelinkerChapter1Introduction1.Review:(1)WhatisSSLA?thestudyofhowsecondlanguagesarelearned,includingtheprocessesandconstraintsunderlyingthelearningofasecondlanguagebychildrenandadultsinnaturalandclassroominstructionsettings.(2)WhatisthegoalofSSLA?TheultimateobjectiveofSSLAisexploringthechangeoflearners’internalmentalstate,i.e.,competence,revealingaboutthenatureofthehumanmindandintelligencebyexaminingtheirperformance.(3).WhatisthescopeofSSLA?---howlearnerscreateanewlanguagesystemwithlimitedinput---whatislearnedandwhatisnot---whymostL2learnersdonotreachthesamedegreeofproficiencyintheL2asintheirL1.---whyonlysomelearnerscanachievenative-likeproficiencyinmorethanonelanguage.---thenatureoflearners’hypothesesoftherulesoftheL2:aretherulesformedlikethoseintheL1orintheL2?---arethereuniversalpatternscommontoalllearnersregardlessofthenativelanguageandthetargetlanguage---Dotherulescreatedbysecondlanguagelearnersvaryaccordingtothecontextofuse?(4).AreasofstudythatarerelevanttoSLA--linguistics--psychology--psycholinguisitics--sociology--sociolinguistics--discourseanalysis--conversationalanalysis--educationandothers.2.ExamplesofSSLAresearch2.1题目:词汇量、词汇深度知识与语言综合能力关系研究（变量关系）（1）研究问题：--词汇量、词汇深度知识在多大程度上能够预测语言综合能力及分项语言能力？--词汇量的扩大是否引起词汇深度知识的增长？对不同词汇量的学习者，词汇广度与深度知识的关系是否相同？（2）定义：--词汇深度：学习者掌握一个词的全部意义和用法的程度--词汇广度（词汇量）：阅读词汇量或消极词汇量，反映的是了解一个词最常用含义的能力。（3）结论：词汇广度、深度知识均能有效预测语言综合能力，其中词汇深度知识对语言综合能力的预测力强于词汇广度知识，这一优势体现在对完形填空及写作的预测中；总体上，词汇广度与深度知识呈高度正相关，但词汇深度知识的发展仍落后与词汇广度知识。2.2题目:中国学生西班牙语元音发音中迁移现象实验研究(1)研究问题:以元音格局分析为基础,考察第一外语为英语的中国学生在学习西班牙语元音过程中受到的汉语和英语的迁移作用,探讨在第二外语学习中母语和第一外语的影响.（2）结论：语言迁移现象可分为正迁移、负迁移和零迁移。母语和第一外语对第二外语的元音发音都存在着迁移作用。一般说来，母语比第一外语的迁移作用更大，即先习得的语言比后习得的语言的迁移作用更大。2.3题目:中国英语学习者对英语主语的习得研究(1)研究问题:（a）中国英语学习者在习得英语标记性主语和非标记性主语方面是否存在差异？（b）不同的标记性主语是否对中国英语学习者产生不同的难度？（C）中国英语学习者对英语主语的习得是否会随着水平的提高而逐步增长？(2)主语分类(a)名词/代词做主语(非标记主语)他是我们班班长。李明喜欢赵晶。(b)不定式作主语Tokeephealthymeansyoushoulddoexerciseregularly.(c)现在分词作主语Smokingisharmful.(d)从句作主语Thathecheatedontheexamdisappointedhisteachersandhisclassmates.(e)It或There作主语Itisraining.Thereisapictureonthewall.(3)结论:中国英语学习者对非标记性主语的习得明显好于对标记性主语的习得，并且三个水平组对这两类主语的习得存在显著性差异，也就是说随着学习者英语水平的提高他们会对标记性主语的习得更容易。另外，从他们给出的判断原因来看，他们对非标记性主语更加熟悉。学习者对四种标记性主语的习得存在不同的程度困难。总的来说，中国英语学习者对英语主语的习得会随着水平的提高而提高。3.Someterms3.1Nativelanguage(NL):thefirstormotherlanguageachildlearns.3.2Targetlanguage(TL):thelanguagebeinglearned3.3Secondlanguageacquisition:thelearningofanonnativelanguageafterthelearningofthenativelanguagebeitthesecond,third,orfourthlanguage.3.4foreignlanguagelearning:thelearningofanonnativelanguageinthenon-targetlanguageenvironment.4.ThenatureoflanguageTostudysecondlanguageacquisition,weneedtounderstandwhatisthenatureoflanguagethatisbeinglearned.4.1Soundsystemourknowledgeofsoundsystemtellsuswhatarepossiblesounds;whatarenotpossiblesoundswhatarepossiblecombinationsofsoundsandwhatsoundsarefoundinwhatpartsofwords.e.g:bnickisnotpossiblebrainispossible45.2syntaxtheknowledgewehaveoftheorderofelementsinasentence.Twotypesofgrammar4.2.1prescriptivegrammargrammarrulesthataretaughtinschool,oftenwithoutregardtohowtheyareactuallyusedbyNNS.e.g.Don’tbeginasentencewithaconjunctionanddonotendasentencewithapreposition.4.2.2descriptivegrammar:thepatternsunderlyingtheactualuseoflanguagesbynativespeakersincommunication4.3morphologyandlexiconmorphologyisthestudyofthewordformation.E.g.,beforeiscomposedofbeandfore,andthesetwopartsarecalledmorphemes,whicharetheminimalunitofmeaning.4.4semanticsthestudyofmeaning.4.5pragmaticsthewayinwhichpeopleuselanguageincontextA:Itisverycoldhere.B:①Yes,itis②Doyouwantmetoturnontheair-conditioner?5.ThenatureofnonnativespeakerknowledgethelanguagesystemcreatedbyL2learnersiscalledinterlanguage(IL),whichcontainelementsfromtheL1,theL2andthosecreatedbylearnersthemselves.Fossilization:thecessationoflearningorprogress.fewlearnerscanreachtheproficiencylevelofthenativespeakers’inlanguagelearning.6.discussion:6.1WhatisthedifferencebetweenSLAresearchandlanguageteachingresearch?--Thefocusofpedagogyresearch:thelessonplanning,classroomactivities,tasks,evaluationusedbytheteacherwithinthelanguageteachingandlearningprocess.---SLAisconcernedwiththeconstraintsthatinfluencelanguagelearningprocess.6.2studentpresentation(1)Q1andQ2onP13(2)Q4onP14Chapter2CapacityandRepresentation1.IntroductionWhataretherelationshipsbetweenerroranalysistheory,interlanguageandgenerativelinguisticapproachtointerlanguage?1.1ErroranalysisThefieldofEAiscloselyassociatedwiththeworkofCorder,whopublishedanumberofseminalarticlesinthe1960s/1970s.EAprovidedamethodologyforinvestigatinglearnerlanguage.ForthisreasonEAconstitutedthefirstseriousattempttoexaminehowlearnersacquireanL2.1.2definitionofinterlanguage:Theveryconceptof‘error’cametobechallengedonthegroundsthatlearnersactsystematicallyinaccordancewiththementalgrammartheyhaveconstructedandthattheirutterancesarewell-formedintermsofthesegrammarsTheterm‘interlanguage’wascoinedbySelinkerin1972.L2learnershaveinternalizedamentalgrammar,anaturallanguagesystemthatcanbedescr