Chapter-2-The-role-of-the-first-language

Lead-inquestions•1.WhatdoyoufeeltheroleofChineseinyourEnglishlearning？•2.IsChinesedifferentfromEnglish?Inwhatways?•3.DoyouusuallyhaveerrorswhenyouspeaktheFL?WhatisyourweakpointinEnglish?•4.Howdidyourteacherusetocorrectorally?Howaboutyourwrittenwork?•5.Howwouldyouliketobecorrected?Outline•2.1Behaviouristlearningtheory•2.2Twotypesoftransfer•2.3Twowaysconcerningerrors(CAvs.EA)•2.4TheroleofL1(re-appraised)Stimulus-Response-ReinforcementInputLearner’slanguageRewardorpunishmentLearningisaprocessofhabit-formation.OldhabitNewhabit(L1)(L2)Learninginvolves:1.imitation(copyingthestimulus)2.reinforcement3.practice“practicemakesperfect”•2.2Twotypesoftransfer:–Positivetransfer:similaritiesbetweenL1andL2,whichfacilitatelearning.–Negativetransfer(“Interference”):differencesbetweenL1andL2,whichcreatelearningdifficultyandresultinerrors.•E.g.1)Igiveyouthisbook.•我给你这本书。•2)“exterior”(outside)isawordinbothSpanishandEnglish(pronounceddifferently,butwiththesamespellingandmeaning)•E.g.1)---Areyouhungry?•---Hungry.(Chinglish)•2)本(Japanese)---“书”••3)邓老师：•你好！我的中文名字叫力爱迪。我十五岁。我家有四口人，爸爸，妈妈，姐姐，和我。我的爸爸和妈妈四十岁。我的姐姐十九。我的爸爸是教师，我的妈妈是护士，我的姐姐是售货员和学生，和我是学生。我爱音乐和我爱听音乐。我不喜欢运动。我喜欢汉语。Exercise:Givesomeexamplesofpositivetransferandnegativetransferaccordingtoyourlanguagelearningexperiences.similarity=easytolearndifference=difficultytolearn=error•Errorsaretheresultofnon-learning,ratherthanwronglearning.2.3TwowaysconcerningerrorsContrastiveAnalysisErrorAnalysis1)Theoreticalbackground•Behaviouristlearningtheory.ContrastiveAnalysis2)DefinitionofCA•ContrastiveAnalysis(CA)---proposedbyLado(1957),isawayofcomparinglearners’L1andL2toanalyzepossibledifficultiesthatthelearnersmightencounterinL2learningsituation.ContrastiveAnalysisContrastiveAnalysis•MainpointsofCA:•MainsourceoferrorsinL2duetotheinterferenceofL1habits•ErrorscanbepredictedbyacontrastiveanalysisoftheL1andL2•ThegreaterthedifferencebetweenL1andL2,themoreerrorsthatwilloccur.ContrastiveAnalysis•CriticismsofCA:–L1interferenceisnottheonlycauseoflearnererrors.(e.g.Hecomedyesterday)(P28experimentdonebyDulayandBurt)–Thereisnonecessaryrelationshipbetween“difference”and“difficulty”,thesameistruewith“difficulty”and“error”.–Itstheoreticalbase“behaviourism”ischallenging.Blackbox•1)Theoreticalbackground•(Mentalism---Chomsky)ErrorAnalysisIncompleteUngrammaticalSimplifiedFinite(input-stimulus)Infinitegrammaticalsentences(output-response)Languageacquisitiondevice(LAD)ErrorAnalysisLanguagelearningisnotsimplyaprocessofimitation,andlanguagelearnersareactivecreatorsoflinguisticsystems.Thechildbuiltuphisknowledgeofhismothertonguebyhypothesistesting.ErrorAnalysis2)DefinitionofEAErrorAnalysis(EA)isaresearchtoolcharacterizedbyasetofproceduresforidentifying,describing,andexplainingL2learners’errors.ThemostinfluentialscholarwhotookEAasanapproachinSLAwasS.PitCorder(1967).ErrorAnalysis•MainpointsofEA:•LearnerlanguageisviewedasatargetofanalysiswhichispotentiallyindependentofL1orL2.•Themakingoferrorsissignificantbecauseitispartofthelearningprocessitself---“hypothesis-testing”•Errorsareasignthatthelearnerisexploringthenewsystemratherthanjustexperiencing“interference”fromoldhabit.ErrorAnalysis•3)Typesoferror:•Mistakevs.errorAn'error'isadeviationfromaccuracyorcorrectness(ungrammaticallyincorrectform).A'mistake'isanerrorcausedbymisjudgment,carelessness,orforgetfulness.(e.g.slipsoftongueLAPSE).ErrorAnalysis•Typesoferror:TransfererrorsDevelopmentalerrorsErrorsmadebytransferfromL1Errorsthatdon’treflectL1structurebutarefoundinfirstLanguageacquisition“usewhatyouknow”“gowithwhatyouhave”ErrorAnalysisTransfererrors:e.g.substitutionof[t]for[○],and[d]for[].someChineselearnersofEnglishtendtopronounce“three”as“tree”and“this”as“dis”.ErrorAnalysisDevelopmentalerrors(overgeneralization)e.g.1)Hecomedyesterday.Igoedtothecinemalastnight.2)Janeadvisedmetogiveupsmoking.Janesuggestedmetogiveupsmoking.ErrorpatternsinL2acquisitionLevelofproficiencyTransfererrorsDevelopmentalerrorsBeginnerIntermediateAdvancedhighhighlowlowlowmediumErrorAnalysis4)TheprocedureforEACollectionofasampleoflearnerlanguageDescriptionoferrorsExplanationoferrorsIdentificationoferrorsEvaluationoferrors4.TheroleofL1(re-appraised)TheroleofL1L1interfereswiththesmoothacquisitionofL2(accordingtobehaviourismandCA)ShouldbereappraisedTheroleofL1(re-appraised)1)Languagetransfer(re-examined)DifficultypredicatedbyCAmightberealizedasavoidanceThereneedtobea“degreeofsimilarity”betweenL1andL2forinterferencetotakeplaceErrorwasamulti-factorphenomenon;interferenceisjustoneofthefactors.AvoidanceStrategy•Whenspeakingorwritingasecond/foreignlanguage,aspeakerwilloftentrytoavoidusingadifficultwordorstructure,andwilluseasimplerwordorstructureinstead.Thisiscalledanavoidancestrategy.E.g.astudentwhoisnotsureoftheuseoftherelativeclauseinEnglishmayavoidusingitandusetwosimplersentencesinstead.•Forexample:•That’smybuilding.Ilivethere.Instead,That’sthebuildingwhereIlive.•2)L1interferenceisreinterpretedas“intercession”,astrategyforcommunicatingwhentherewereinsufficientL2resource.Communicationstrategies•Communicationstra