二语习得复习提纲

ChapterIIntroductionDescribingandExplainingL2Acquisition1.1Whatissecondlanguageacquisition?Secondlanguagereferstoanylanguagethatislearnedsubsequenttothemothertongue.1.2Whatarethegoalsofsecondlanguage?ThegoalsofSLAaretodescribehowL2acquisitionproceedsandtoexplainthisprocessandwhysomelearnersseemtobebetteratitthanothers.1.3TwocasestudiesofL2learners1.3.1Acasestudyofanadultlearner1.3.2AcasestudyoftwochildlearnersWhatdothesecasestudiesshowus?a.TheyraiseanumberofimportantmethodologicalissuesrelatingtohowL2acquisitionshouldbestudiedb.Theyraiseissuesrelatingtothedescriptionoflearnerlanguagec.TheypointoutsomeoftheproblemsresearchersexperienceintryingtoexplainL2acquisition.1.4MethodologicalissuesWhatisthatneedstobedescribed?a.Whatitmeanstosaythatalearnerhasacquiredafeatureofthetargetlanguage?b.Whetherlearnershaveacquiredaparticularfeature?c.Howtomeasurewhetheracquisitionhastakenplace?(Learner’soveruseoflinguisticforms.)1.5Issuesinthedescriptionoflearnerlanguagea.Learnersmakeerrorsofdifferentkinds.b.Learnersacquiredalargenumberofformulaicchunks,whichwillinfluencetheirperformanceincommunicationandthefluencyoftheirunplannedspeech.c.Whetherlearnersacquirethelanguagesystematically?1.6IssuesintheexplanationofL2acquisitionItemlearning:formulaicchunksSystemlearning:rulesInternal(mentalist)account:Externalaccount:Chapter2theNatureofLearnerLanguage2.1Errorsanderroranalysis2.1.1Identifyingerrors2.1.1.1Comparethelearner’slanguagewiththenormalones.2.1.1.2Distinguisherrorsandmistakes.Definition:Errorsreflectgapsinalearner’sknowledgeMistakesreflectoccasionallapsesinperformance.Methods:a.Checktheconsistencyoflearners’performance.b.Askthemtocorrecttheirownutterance.Errorsandmistakes:2.1.2DescribingerrorsMethods:a.errortypeoriented:b.errormakeroriented:Meaning:Classifyingerrorsinthesewayscanhelpustodiagnoselearners’learningproblemsatanyonestageoftheirdevelopmentand,alsotoplothowchangesinerrorpatternsoccurovertime.2.1.3ExplainingerrorsErrorsaresystematic,predictable,andsomeofthemareuniversal:(Learnershasconstructedsomekindof“rule”,albeitaruledifferentfromthatofthetargetlanguage)Eg:omission:leaveoutthearticle“the”,leaveoutthe–sinpluralnounsOvergeneralizationerror:eated---ateTransfererrorsreflectlearnersattempttomakeuseoftheirL1knowledge.2.1.4ErrorevaluationTypesoferrors:Globalerrors:violatethewholestructureofthesentenceLocalerrors:affectonlyasingleconstituentinthesentence2.2Developmentalpatterns2.2.1TheearlystageofL2acquisitionSilentperiod:childrenmakenoattempttosayanythingtobeginwith.Thisperiodmakesapreparationforsubsequentproduction.Trialsanderrors:Mulaicchunks:theyprovidelearnerswiththemeansofperformingusefullanguagefunctionssuchasgreetingsandrequests.Eg:“Howdoyoudo?”“Mynameis___”Propositionalsimplification:leavewordsoutEg:“Menoblue”2.2.2TheorderofacquisitionAccuracyorder:thereisadefiniteaccuracyorderandthatthisremainsmoreorlessthesameirrespectiveofthelearner’smothertongues,age,andwhetherornottheyhavereceiveformallanguageinstruction.2.2.3Sequenceofacquisitiona.Theacquisitionofaparticulargrammaticalstructure,therefore,mustbeseenasaprocessinvolvingtransitionalconstructions.b.AcquisitionfollowsaUshapedcourseofdevelopment.c.Theprocessinwhichlearnersreorganizetheirexistingknowledgeinordertoaccommodatenewknowledgeiscalledrestructuring.2.2.4SomeImplicationsa.L2issystematicanduniversal,reflectingwaysinwhichinternalcognitivemechanismscontrolacquisition,irrespectiveofthepersonalbackgroundoflearnersorthesettingsinwhichtheylearn.b.Somelinguisticfeaturesareinherentlyeasiertolearnthanothers.2.3Variabilityinlearnerlanguagea.Variabilityisalsosystematic,thatis,learnersusetheirlinguisticsourcesinpredictableways.b.Learnersvaryintheiruseofthesecondlanguageaccordingtolinguisticcontext(Georgeplayingfootball/..allthetime)situationalcontext.(kids/daughter)&psycholinguisticcontext(prepared/unprepared)c.form-functionmappingd.freevariation:e.fossilization:石化成因任何现象的出现都不是偶然的,是可以追溯出它的原因的,二语习得过程中出现的中介语石化现象也是有着根本性的原因的。Selinker从中介语理论的分析角度将石化现象形成的原因归纳为五个过程:母语迁移、培训转移、二语学习策略、二语交际策略和目的语过度概括。Selinker对石化的解释更多的是石化的主要表现,而没有找出石化的根本原因。后来,Ellis又对Selinker和Lamendella的研究作了如下总结:(1)内因:年龄因素:即当学习者达到一定的关键期,他们的大脑失去了可塑性,因而就无法掌握某些语言特征;缺乏与目的语社会文化融合的欲望:由于各种不同的社会和心理因素,学习者对接受目的语文化标准不做出努力。(2)外因:交际压力:持续不断的交流压力要求使用目的语超出了学习者的语言能力导致石化的发生。缺乏学习机会:学习者缺乏获得输入和使用第二语言的机会。反馈性质：对学生第二语言使用的影响:肯定的认知回馈(表示“我明白你的话”)导致石化的发生;否定的回馈(表示“我听不懂你的话”)有助于消除石化。应对策略(一)增加二语的输入量大多数二语的初学者如果得不到足够的二语的陈述性知识,就会出现语言的稳定期。所以外语教学中,当学习者已经达到某种精通程度后,应该增加他的二语输入量。二语的输入既要重视数量又要重视质量。课堂教学材料要多样化,当前的许多教材应该编辑一系列激发二语学习动机的语境和篇章,如报刊文章、海报、广告等。学生应尽可能多利用课外听、说、读写资源和任何可以增加二语输入量的机会。第二语言的输入应该包括音位知识、语法和词汇。第二语言知识的积累还应该包括相关的文化知识输入。对语言迁移的研究表明学习者对语言的标志性特征比较敏感,所以某种语言的一般特征而不是可区别性特征更容易导致石化。这样,为了避免石化,语言学习者需要比较母语和目的语的文化,找出存在于两种语言之间结构表达上的异同来减少母语的迁移。(二)融合听、说、读、写四种技能促进自动化和认知以认知理论对二语学习所做的分析为基础,针对我国大多数英语学习者产生石化的主要原因，并借鉴Brown的建议,针对中级学习者,我们可以适当采取综合听、说、读、写四种技巧的教学方法:第一种是以内容为中心的教学(content-basedteaching),这种教学以教授某专业的内容为主,把英语作为学习该专业的交流手段,学生要想学好专业课,必须使自己的英语在听、说、读、写等方面都达到一定的水平才能取得成功;第二种是以主题为中心的教学(theme-basedteaching),这种教学方法围绕某一能够激发学生兴趣的主题或话题组织教学。例如英语精读课就可以围绕公共卫生、环境意识、世界经济等课题展开教学