二语习得第二章

unit2ThenatureoflearnerlanguageGroup4ofClass6:ErrorsanderroranalysisDevelopmentalpatternsVariabilityinlearnerlanguagesectionone:Errorsanderroranalysisstep1.Identifyingerrorsstep2.Describingerrorsstep3.Expainingerrorsstep4.ErrorevaluationIdentifyingerrorserrorVSmistakeWhaterrorsandmistakesreflect?Givesomeexamples.error:gapsinalearnersknowledgemistake:occasionallapsesinperformanceDevelopmentalpatterns:1.Theearlystages2.Theorderofacquisition3.Sequenceofacquisition4.ImplicationsHowtodistinguishthem?1,tochecktheconsistencyoflearners'performance2.toasklearnerstocorrecttheirowndeviantutterancesDescribingerrors1.toclassifyerrorsintogrammaticalvategories2.toindentifygeneralways:omission、misonformation、misordering...Explainingerrors1.systematic2.universal:omission、overgeneralization、transferErrorevaluation1.globalerrors:violatetheoverallstructureofasentence2.localerrors:wronginasingleconstituentinasentencesectiontwo:DevelopmentalpatternsDevelopmentalpatterns1.Theearlystages2.Theorderofacquisition3.Sequenceofacquisition4.Implications1.TheearlystagesAsilentperiodapreparation(greetings&requests)BegintotalktwocharacteristicsLearngrammarsotherquestionsFormulaicchunksPropositionalsimplificationAcquisitionorderSequenceofacquisition2.Theorderofacquisition•Naturalorder1.environmentalfactors2.internalfactors•Nonaturalorder1.orderofaccuracy2.orderofacquisition3.Sequenceofacquisition•Transitionalconstructions•U-shapedcourseofdevelopment•Restructuring（overgeneralization,reorganization）4.Implications•1.Learnerlanguagechangesovertime.•2.Somelinguisticfeaturesareinherentlyeasier.Conclusion•Learnersnaturallylearnonefeaturebeforeanothertheymustnecessarilydoso.•Thekeypoint:whethertheordersandsequencesofacquisitioncanbealteredthroughformalinstruction.sectionthree:VariabilityinlearnerlanguageLearnerlanguageisvariable.e.g.onetypeoferrormayalternatewithanothertype:Yesterdaythethiefstealthesuitcase.Yesterdaythethiefstealingthesuitcase.oranerrormayalternatewiththecorrecttarget-languageform:Yesterdaythethiefstealthesuitcase.Yesterdaythethiefstolethesuitcase.Itispossiblethatvariabilityisalsosystematic.LearnersvaryintheiruseofL2accordingto:thelinguisticcontextthesituationcontextthepsycholinguisticcontextthefreevariationthelinguisticcontextDefinition:Inonecontexttheyuseoneformwhileinothercontextstheyusealternateforms.Evidences1)theverbitself.(event,activityorastate)2)Otherconstituentoftheutterance.adverboffrequencytheuseof“tobe”thesituationcontextDefinition:Learnersvarythelinguisticformstheyuseinaccordancewiththesituation.nativespeakerslearnerstospeakinformally/tousenon-targetformstofriendsininformalcontextstospeakmoreformally/tousecorrecttarget-languageformstosomeonetheydon'tkonwverywellinformalcontextsthepsycholinguisticcontextDefinition:Itiswhetherlearnershavetheopportunitytoplantheirproduction.(timeisavailableornot)1.Learneruseahighproportionofirregularlanguageformsintheunplannednarrativethanintheplannedone.2.Learnerusetheformscorrectlyintheplannedthantheunplannednarrative.Itisclearthatlearnersusethetargetlanguageisstronginfluencedbytheavailabilityofplanningtime.Learnertrytomapparticularformsontoparticularfuction.Theytrytomaketheparticularform-functionmappingstoconformtothosefoundinthetargetlanguage.Theymaponemeaningontooneform.e.gno+verb/don’t+verbMariananocomingtoday.(negativestatement)Don’tsitinthatonechair.(negativerequests)thefreevariationVariabilityconstitutesanessentialstageintheacquistionofgrammaticalstructures.beginpaint(future,presentandpasttime)acquireotherverbformsbutinitiallytheyusetheseinterchaneablywiththesimpleformpainted(forpasttime)starttousetheformssystematicallypainted(inplanneddiscourse)paint(inunplanneddiscourse)elimainatenon-targetformsandusethetargetlanguageformtoperformthesamefunctionasnativespeakerspainted(consistentlytorefertopasttime)Learnersstopdevelopingwhilestillshortoftarget-languagecompetence,thatiswhatwecallfossilization.fossilization