second-language-acquisition

SecondLanguageAcquisition2SomebasictermsSecondLanguageAcquisition(SLA):referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.Targetlanguage(TL)(目的语):thelanguagewhichapersonislearning,incontrasttoafirstlanguageormothertongue.3SomebasictermsSecondlanguage(L2):alanguagewhichisnotanativelanguagebutiswidelyusedasamediumofcommunicationandisusedalongwithanotherlanguageorlanguages.e.g.EnglishusedinSingaporeForeignlanguage(FL):alanguagewhichisnotanativelanguageinacountry,andisalwaystaughtinschoolsandnotusedtocommunicatewithinacountry.e.g.EnglishinChina,Japan,etc.4QuestionstobeconsideredDoesanadultlearnasecondlanguagethewayachildlearnsafirstlanguage?Ifnot,whathappenedtotheLAD?IsthereacriticalperiodforL2acquisition?Whichisbetter…classroomlearningorimmersionexperience?5ConnectionsbetweenL1acquisitionandL2acquisitionIntheory,thenewfindingsandadvancesinL1acquisitionareenlighteninginunderstandingL2acquisition.Thefirstlanguagestudyhasservedasabackclothforperceivingandunderstandingnewfactsaboutsecondlanguagelearning(Littlewood,1986).6DifferencesbetweenL1andL2acquisitionThefirstlanguageisacquiredsubconsciously,whilethesecond(orforeign)languageislearnedconsciously.Inacquiringthefirstlanguage,childrenalwaysconcentrateonmeaning,notonpattern,i.e.structure,whiletheL2learningconcentratesonrules,i.e.thesystemofthethought(thegrammaticalrules).7DifferencesbetweenL1andL2acquisitionOnelearnshisfirstlanguagedirectlyfromthereality,whilethesecondlanguageislearntinmanageablesequence,i.e.syllabusandcoursebooks.InL1acquisitionchildrenapplytherulessubconsciously,whiletheL2learnersareabletoverbalizetherulesafteraperiodoftraining.8Contrastiveanalysis(对比分析)Cameintofashionin1960sBasedonbehavioristthinking:SLAseenasthedevelopmentofanewsetofhabitsPositivevs.Negativetransfer(ofhabits)9ContrastiveanalysisMainpointsofContrastiveAnalysis:MainsourceoferrorsinL2duetothetransferofL1habitsErrorscanbepredictedbyacontrastiveanalysisoftheL1andL2ThegreaterthedifferencebetweenL1andL2,themoreerrorsthatwilloccur10ContrastiveanalysisProblemswithCA:ErrorsoccurthatarenotduetoL1Errorsdon’toccurwhentheyarepredictedProblemsoperationalizingthecontrastiveanalysis—howdoyoumeasure“difference”and“distance”11Erroranalysis(错误分析)In1970sandearly80s,alargenumberofpapersonerroranalysiswerepublishedthroughouttheworld.Erroranalysisisthestudyandanalysisoftheerrorsmadebysecondlanguagelearners.12ErroranalysisError:(inthespeechorwritingofasecondorforeignlanguagelearner)theuseofalinguisticitem(e.g.aword,agrammaticalitem,asentence,etc)inawaywhichafluentornativespeakerofthelanguageregardsasshowingfaultyorincompletelearning.Mistake:madebyalearnerwhenwritingorspeakingandiscausedbylackofattention,carelessnessor“slip”etc.13ErroranalysisInterlingualerror(语际错误):anerrorwhichresultsfromlanguagetransfer,thatis,whichiscausedbythelearner’snativelanguagee.g.a)Substitutionof/t/for/θ/and/d/for/ð/b)Shorteningoflongvowelse.g.Shanghailearnersoftenmake/ei/and/i:/shortvowels,thus,‘sheep’and‘meat’soundlike‘ship’and‘mit’.14ErroranalysisIntralingualerror(语内错误):anerrorwhichresultsfromfaultyorpartiallearningofthetargetlanguage.Intralingualerrorsmaybecausedbytheinfluenceofonetargetlanguageitemuponanother.e.g.‘Heiscomes’fromtheblendofthesentences‘Heiscoming’and‘Hecomes’.15ErroranalysisIntralingualerror:Overgeneralization(概括过头):alearnerextendstheuseofagrammaticalrulebeyonditsaccepteduses.e.g.touse‘mans’insteadof‘men’forthepluralof‘man’.Janeadvisemetogiveupsmoking.Janetoldmetogiveupsmoking.*Janehopedmetogiveupsmoking.*Janesuggestedmetogiveupsmoking.16Intralingualerror:Cross-association(互相联想):theconfusionofthespellingsandpronunciationswhicharealike.17Performanceanalysis(语言行为分析)Anapproachtothestudyofalearner’scompetenceinalanguage,basedonthestudyofalearner’stotallinguisticperformance(i.e.whatthelearnerisabletosayanddointhelanguage)andnotjustthelearner’serrors.18Interlanguage(语际语)Interlangauge----learners’independentsystemofthesecondlanguagewhichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.19Interlanguage(语际语)Thetypeoflanguageproducedbysecond-andforeign-languagelearnerswhoareintheprocessoflearningalanguage.Fossilization:aprocessinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.e.g.thepronunciation,vocabularyusage,etc20NativelanguageinL2learningInterference:theuseofelementsfromonelanguagewhilespeakinganotherlanguage.e.g.mothertongueinterferencee.g.abeginnermayutterasentencelikeIlostmyricebowl.whatheactuallymeansisIlostmyjob.21InterferenceInChinese,---niema?(Areyouhungry?)---e.(Hungry)Then,•---Areyoucoming?---Coming.•---Haveyoueaten?---Eaten.(Eatenalready)22InterferenceE.g.*Totouchthesociety.*Therearemorepeoplecometostudyinthestates.*Iwaityouatthegateoftheschool.23InputhypothesisProposedbyKrashenThishypothesisstatesthatinL2learning,inordertomakelanguageacquisitionoccur,itisnecessaryforthelearnertounderstandinputlanguagewhichc