Second-language-acquisition-ppt-gaoyuan

Secondlanguageacquisitionfirstlanguage-mothertonguesecondlanguage（bilingualormultilingualsocialcontext)foreignlanguage(monolingualsocialcontext)SecondLanguage:Innarrowsense,secondlanguagereferstothelanguagethatonelearnsorpicksupafterhis(orher)mothertongue;Inbroadsense,secondlanguagereferstoalllanguages(includingforeignlanguages)thatonelearnsorpicksupafterhis(orher)mothertongueAcquisitionvs.learning(Krashen1982)NaturalandsubconsciousInstructioninclassroomNowacquisitionandlearningareusedinterchangeablyintheliteratureofsecondlanguageresearchSecondlanguagelearningpainstakingunsuccessfulFirstlanguageacquisitionunconscioussuccessfulLanguageacquisitionreferstothenaturalprocessofchildren’slanguagedevelopment.SecondlanguageacquisitionSLAtheprocessbywhichalanguageotherthanthemothertongueislearntinanaturalsettingorinaclassroom.TheStudyofSLAThestudyofsecondlanguageacquisitionisabranchoflinguisticstudies.Itmainlydealswithhowthesecondlanguageisacquired.Theprocessdoesnotinvolvelinguisticsonlybutalsoagreatmanysubjectsincludinglinguisticphysiology(生理学）,psychology,psycholinguistics,cognitivescienceandsoonThroughobservationsandexperimentstheyhavefoundthatchildrenallundergocertainstagesoflanguagedevelopmentBabblingstage(articulatingcertainspeechsounds)(6-12)OnewordorHolophrasticstage(usingsinglewordstorepresentvariousmeanings)（12-18months)Two–wordstage(18-20months)Telegraphicspeechstage(usingphraseandsentencescomposedofonlycontentwords.)(2-3years)]Babbling:6monthsoldfricatives,nasals,syllable-typesounds9monthsoldrecognizableintonationpatterns,10-11monthsoldusevocalizationstoexpressemotionsandemphasisHolophrasticstageMamaIsawMama’ssocks!Mamaiscoming!MilkIwantmilk….Thetwo-wordstageBeginAround18to20minths,Aschild’svocabularymovesbeyond50distinctwordsCombinations:Mamabook.Toymine.Babychair.SockprettyMamabookA)possession:ThisisMama’sbook.b)request:Mamagavemethebook.(c)statement：Mamaisreadingthebook.TelegraphicspeechBetween2-3yearsoldProducingalargenumberofutterancesTelegraphicspeech:stringsoflexicalmorphemesinphrasesDevelopsomesentence-buildingcapacityCanordersomeformscorrectlyAnumberofgrammaticalinflectionsbegintoappearFactorsaffectingSLASocialfactors(externalfactors)SocialcontextLanguagepolicyandtheattitudeofthepublicsector;SocialdemandWiththetrendofglobalizationoftheworldeconomy,itiswidelyacceptedamongeducatorsandnationalleadersthatproficiencyinanotherlanguageisanindispensablequalityofeducatedpeopleLearnerfactors(internalfactors)MotivationAgeLearningstrategyMotivationThestartingpointoftheirstudyisthisquestion:Howisitthatsomepeoplelearnasecondorforeignlanguagesosuccessfulywhileothersfinditalmostimpossible,giventhesameopportunitiestolearn?GardenerandLambert(1972)Theyputforwardasocio-psychologicalinterpretationofthecauseofsuccessorfailure.Instrumentalmotivation工具性动机Integrativemotivation融入性动机Theyfoundthatlearnerswhoareintegrativelymotivatedaremorelikelytobesuccessful,becausetheyarepsychologicallypreparedtoadoptvariousaspectsofthebehaviorwhichcharacterizesmembersofanotherlinguistic-culturalgroup,andeveneventuallytobecomeamemberofthatgroupLimitation:therelationbetweenmotivationandsuccessisunidirectional.Savignon(1972)reportedthatstudents’desiretolearnFrenchincreasedwithgainsinFrenchproficiencyHermann(1980)andStrong(1984)alsosuggestedthatitissuccessthatcontributestomotivationratherthanviceversa.Theideathatthelearnershaveasenseofachievementaslongastheylearnisofvitalimportance.ThiskindofmotivationmaybetermedCognitivemotivation（认知性动机）(alsotermedasresultantmotivationbysomescholars)AgeInthelate1950sandearly1960sagewasseenasafactorthatdeterminessuccess.Thecriticalperiodhypothesisstatesthatthereisaperiodwhenlanguageacquisitiontakesplacenaturallyandeffectively.ItwasbelievedthattheoptimalagefallswithinthefirsttenyearsBasedontwoassumptions:1theneurologicalbasisoflanguageofchildrenisdifferentfromthatofadults2childrenoutperformadultsinallaspectsofSLAResearchshowsthatagedoesnotchangetherouteofacquisition.(1970sand1980s)Adultsacquiredasetofgrammaticalmorphemesinanordersimilartothatofchildren(plural-searlierthan3rdpersonsingular–s)Althoughchildrendobetterinpronunciation,buttheyareoutperformedbyadultsinmasteringmorphologyandsyntaxwithinthesamelengthoftime.Inconclusion,childrenandadultshavetheirrespectiveadvantagesanddisadvantages,Adultsarebetterincognitiveabilities,whilechildrenarebetterlearnersinpronunciation.Learningstrategylearningstrategiesaretheparticularapproachesortechniquesthatlearnersemploytotrytolearnasecondlanguage,especiallyinsolvingspecificproblemstheyencounter.O’Malleyetal.(1985)designedastudytoidentifythetypeandfrequencyoflearningstrategiesusedbybeginningandintermediatestudentsofEnglishasasecondlanguageTheymakeadistinctionbetweencognitivestrategiesandmeta-cognitivestrategiesCognitivestrategies:suchasinferringorguessingmeaningfromcontextMeta-cognitivestrategiesdirectingattentiontothelearningtask,mo