语言学习与语言教学的原则

IssuesinFirstLanguageAcquisitionRevisitedCompetenceandPerformanceComprehensionandProductionNatureorNurtureUniversalSystematicityandVariabilityLanguageandThoughtImitationPracticeInputDiscourseCompetenceandPerformanceWhatarethelanguagecompetenceandperformance?Chomsky(1965)regardedcompetenceasanidealizedspeaker-hearerwhodoesnotdisplayperformancevariables.Taroneproposedheterogeneouscompetence.Howdoesoneinferthisunobservable,underlyinglevel?(languagecompetence)directmethodsindirectmethods(p32)ImplicationsADULT:NowAdam,listentowhatisay.Tellmewhichisbettertosay...somewater,orawater.ADAM:Popgoweasel.ComprehensionandProductioncompetenceperformancecomprehensionlisteningreadingproductionspeakingwritingC1:comprehensionproduction;productioncomprehension(examples)Implications:lag,bothW.R.Miller:What'syourname?Athree-year-oldchild:Litha.M:Litha?C:No,Litha.M:Oh,Lisa.C:Yes,Litha.Rice(1980):Whatcoloristhis?skinnerChomsky:LAD,theinnateTheoryNatureorNurtureImplication:bothadultsandchildrenhavethecapacitytoacquireasecondlanguageatanytime.StimulusandresponsereinforcementTheoryLearningTheoryUniversalWernerLeopold:phonologicalandgrammaticaluniversalsMaratsos:universallinguisticcategorieswordordertoneagreement(eg.ofsubjectandverb)nounsandnounclassesverbsandverbclassesIsthereauniversaldeepstructures,commontoalllanguages?Implications:(a)simplytolookforcommonalitiesbetweenfirstandsecondlanguage.(b)toconsiderafewpossibleuniversallyapplicablecognitiveprocessesofacqusition.Frompivotgrammartothree-andfour-wordutterances,andtofullsentencesofalmostindeterminatelength.SystematicityandVariabilityTheprocessofacqusitionC1,A2(examples)difficultImplications:lateralizationofthebrain;psychomotor,cognitive,affectiveandlinguisticconsiderations.Pasttense:separateitems:walked,broke,drank-edmorpheme:walked,breaked,drinkedregularandirregular:twoclassessaussure(1916:9):speechismany-sidedandheterogeneous:straddlingseveralareassimultaneously---physical,physiological,andpsychological.LanguageandThoughtLanguageThoughtJeromeBruner,BenjaminWhorfPiaget1UnityTheory2LinguisticDetermination3ThoughtDetermination4LanguageandThoughtareindependentandinterrelatedwitheachotherImplicationImitationC1:early,phonologicalacquisitionsurfacestructure(forms)Twotypesdeepstructure(meaning)CHILD:Nobodydon'tlikeme.MOTHER:No,saynobodylikesme.CHILD:Nobodydon'tlikeme.(eightrepetitionsofthisdialogue)MOTHER:No,nowlistencarefully;saynobodylikesme.CHILD:Oh!Nobodydon'tlikesme.朱曼殊等（1986）曾对一名一岁八个月的幼儿进行追踪研究。他们每天问小孩“xx是谁给你买的？”之类的问题，一连几天，小孩的回答总是“xx是妈妈（或阿姨、老师等）买给你的。”虽然每次给予纠正，但她还是不能把“买给你的”改正为“买给我的”。PracticeWhatcolor...Whatcolorblanket...Whatcolormop...Whatcolorglass...Mommy'shomesik...Mommy'shomesick...Where'sMommyhomesick...Where'sMikeysick...Mikeysick.(RuthWeir.1962)BrownandHanlonMcNeillandnativistsImplication:contextualized,appropriate,meaningfulpracticespeakingComprehensionfrequencydeepstructureC1:parentalandoldersiblingsInputSemigrammatical:McNeillGrammatical:Labov,BrownandDrachreactionDifferentlanguageinputC1:parental,authentic,sufficient,natural…...A2:teacher,inauthentic,limited……Implication:meaningful,communicativeDiscourseexposureinteractionconversationinitiationsresponsesImplicationforsecondlanguagelearning:communicativecompetenceStrategeticcompetenceDiscoursecompetencePragmaticcompetenceLinguisticcompetenceFivecomponentsofcommunicativecompetence(Hedge,2000)Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.FluencyBibliographyAdamson,H.D.1988.VariationTheoryandSecondLanguageAquisition.WashingtonDC:GeorgetownUniversityPress.H.D.Brown.2001.PrinciplesofLanguageLearningandTeaching.ThirdEdition.Beijing:ForeignLanguageTeachingandResearchPress.RodEllis.1985.UnderstandingSecondLanguageAcquisition.OxfordUniversityPress.高永奇.第二语言习得.苏州：苏州大学出版社，2014.9贾冠杰.英语教学基础理论.上海外语教育出版社，2010