二语习得理论的教学启示

二语习得理论的教学启示•Classroomimplicationshavemanydifferentaspects.ThissectiononlydiscussestheclassroomapplicationsofSLAtheoriesintermsofperiods,publications,researchersandtheories.•CharacteringthedevelopmentofSLAthroughdifferenthistoricalperiods,wecouldsaythatbetween1920sand1970s,themainstreamoflanguageacquisitionresearchisthefocusonlanguagepedagogy;from1980son,themaintrendoflanguageacquisition,bothL1AandL2A,isthestudyofvariouslanguagetheories,butlanguagepedagogyremainsasecondaryfocusofthefield.•SLApublicationsdiscussthetheoriesofSLAwithoutdealingwiththeirclassroomimplications.ButsomepublicationsdodealwithsomeSLAtheoriesandtheirclassroomimplications.•SLAresearcherscouldbeclassifiedintotwogroups.OnegroupismainlyinterestedinpureSLAtheories,fromtheoriestotheories;ThisgroupincludesNoamChomsky,LydiaWhite,JuliaRogers,etc.TheothergroupisinterestedintherelationbetweenSLAtheoriesandclassroomimplications,fromtheoriestopractice,andincludesVivianCook,RodEllis,PatsyLightbown,MichaelLong,SusanGass,TeresaPica,etc.•IntermsoftheSLAtheoriesthemselves,wealsofindthatsomeapproachesaredirectlyapplicabletothecalssroom,whileothersarelessapplicable.5.1Directclassroomimplications行为主义理论对教学直接作用的启示•Fromateachingpointofview,theimplicationsofBehaviouristtheoryweretwofold.Firstly,itwasstronglybelievedthatpracticemakesperfect;Secondly,teachersneededtofocustheirteachingonstructuresbelievedtobedifficult,andtheeffectiveteachingwouldconcentrateontheareasofdifferenceandthatthebestpedagogicaltoolforforeignlanguageteacherswasasoundknowledgeofthoseareas.•Scoveldiscussedthreefactorsinfluencingstudents’errors:trsnsfer,overgeneralizationandmarkedness;heretransferiscausedbystudents’L1,becauseaccordingtothemainideaofBehaviourism,heclaimed,secondlanguagestudentsareinfluencedbytheirfirsttongue.5.2Indirectclassroomimplications对教学有间接作用的教学启示•AboutUGresearchers’findings（关于普遍语法研究者的发现）Widdowsonconcludes,“itwasChomskywhochallengedtheorthodoxpedagogicviewofthetimethatlearningwasamatterofhabitformationtobeinducedbypatternpracticeandstructuredsdrillwherebylearnerwereconstrainedinconformity.Hemadeusconceiveoflanguagelearninginatotallydifferentway,asanessentiallycognitiveandcreativeprocessinwhichtherewasroomforlearnerinitiative.”•乔姆斯基认为，每一个母语者都具有一种语言能力。儿童出生时就具有一些带有普遍性的语言知识。在母语习得过程中，人们不断地把先天的这种内在语言体系与母语相比较，从而调整自己的语法结构。因此，语言学习不是一个简单的习惯形成过程，而是一个不断地建立和验证假设的过程。普遍语法还认为每一个句子都有深层机构、表层结构和一些转换规则。•同样，乔姆斯基认为输入是贫乏的，仅靠语言输入是不足习得语言的。主要有两个原因：首先，人们在使用语言过程中时常出现的诸如口误、犹豫和错误开始等现象，从而降低了语言输入的质量。所以，仅仅依靠输入作为语言学习的基础是不够的。第二，输入中没有语法校正。也就是说正常情况下，输入没有反面证据，而正是从反面证据中学习者可以了解到目的语中哪些语言是不能接受的5.3Instructionimpactinglanguagelearningandteaching指导影响语言学习和教学•Selinker’sInterlanguageHypothesis塞林格的中介语假说helpslanguageteacherstorealizethatinterlanguagegrammarisbecomingmorelikethetargetlanguagegrammar.Iflearnersmakesomegrammticalmistakes,teachersshouldnottreatthemtooseriously,sincethemistakeswillbeimprovedwiththemoregeneralimprovementoflearners’language.•正处于学习过程中的二语或外语学习者构建的语言通常被称为中介语。中介语通常被理解为介于目的语和学习者母语之间的语言。它是一个动态的语言系统，它不断地从初级水平向地道的母语水平发展。因此，中介语的中介实际上表示的是在开始阶段和最终阶段之间。•中介语可以从两方面进行：1）研究中介语学习过程中学习者的心理、生理和神经机制。2）研究中介语的语言学特征。•Krashen’sHypothesis克拉申假说hashadimpactonthepracticeoflanguageteaching;oneofthereasonsforkrashen’spopularityamonglanguageteachersisthathehasbeenabletopackagehisideasinamannerthatisaccessibletopractitioners.在克拉申输入假设的启发下，很多研究者开始研究最理想的语言输入，比如预先调整的输入和交互调整的输入。前者是指根据学习者的现有水平事先对语言材料进行精细调整，而后者是在师生的交互活动过程中得到调整的。前人实验结果证明，交互调整的输入对于学习者的语言习得更加有效。•FromanInformationProcessingModel信息处理模型,inputisnecessaryforthegreaterautomaticity.Manyexampleswillleadtoautomatgictypesofgrammarchange.Solanguageteachersneedtogivestudentsasmuchinputaspossibleinclassandtogivemoreexamplesforthestudentstoimpovetheirlinguisticcompetence.•Corder’sRevolution科德的革命remindsusthaterrorsareusuallyareflectionofintelligentattempttomasteralanguage.Italsoremindslanguageteachersthattheyneedtoallowtheirstudentstomakemistakes,forlearners’mistakescanbesortedintotwodifferenttypes:sytematicerrorsandrandomperformancemistakes.Theyshouldnotdealwithlearners’mistakestooseriouslyorworrytoomuchaboutthem.Learners’mistakesarepartofinterlanguage,mostofwhichwillbeovercomewiththedevelopmentoftheirinterlanguage5.4Socialsettingsaffectinglanguagelearningandteaching社会背景影响语言学习和教学•Sociolinguistics社会语言学canstronglyinfluencelanguagepedagogy;theimpactthatsocialandpoliticalfactors,thefocusofsociolinguists’studies,haveonlanguagelearningcanhardlybeoverestimated.•Interactiontheories互动理论canbecalledsocialinteractiontheories;Itshareswiththebehaviouristsanemphasisontheenvironmentinproducinglanguage.•Acculturation/pidginizaton语言文化适应/洋泾浜语化•remindslanguageteachersthatearlysecondlanguagelearningneedstoinvolvesimplificationandregression,andlatesecondlanguagelearningreplacementandrestructuring.Theinitialphasesarethoughttobemorecreativeandtorelytoagreaterextentonsomeexternaluniversallinguisticbase;thelaterphasesaremoreconditionedbythedemandsofthetargetlanguage.•Incognitivetheories认知理论,theuseofasecondlanguageisacognitiveskillinvolvingtheinternalization,throughpractice,ofvariousinformationhandlingtechni