二语习得理论

2020/10/4Fall20031/38TheoreticalApproachestoSecondLanguageLearningDifferencesinLearningL1&L2BehaviorismInnatismInformationProcessingConnectionismTheInteractionistPosition2020/10/4Fall20032/38DifferencesinLearningL1&L2Achildoradultlearningasecondlanguageisdifferentfromachildacquiringafirstlanguageintermsofboth1)learnercharacteristicsand2)learningconditions2020/10/4Fall20033/38DifferencesinLearningL1&L2LearnerCharacteristics1.Knowledgeofanotherlanguage2.Cognitivematurity3.Metalinguisticawareness4.Knowledgeoftheworld5.NervousnessaboutspeakingL1L2childchildadolescent(formal)adult-?++-?++-?++-?++--++2020/10/4Fall20034/38DifferencesinLearningL1&L2LearningConditions6.Freedomtobesilent7.Ampletime&contact8.Correctivefeedback:(form)grammarandpronunciation9.Correctivefeedback:(meaning)wordchoice10.ModifiedinputL1L2childchildadolescent(formal)adult++--++-?--+-++++++++2020/10/4Fall20035/38DifferencesinLearningL1&L2Summary:SLA(SecondLanguageAcquisition)theoriesneedtoaccountforlanguageacquisitionbylearnerswithavarietyofcharacteristicsandlearninginavarietyofcontexts.2020/10/4Fall20036/38TheoreticalApproachestoLanguageAcquisitionBehaviorismInnatismInteractionismImportantCharacteristics:-Imitation-Practice-Reinforcement-Habit-formationApplicationtoSLA:-CAH(contrastiveanalysishypothesis)Focusonthelinguisticaspectsof:-Vocabulary-grammaticalmorphemes-pronunciationImportantCharacteristics:-LAD(languageacquisitiondevice)-UG(universalgrammar)-CPH(criticalperiodhypothesis)ApplicationtoSLA:-Krashen’smonitormodel1)acquisition–learninghypothesis2)monitorhypothesis3)naturalorderhypothesis4)inputhypothesis(i+1)5)affectivefilterhypothesis-Informationprocessing1)attention-processing(noticing)2)restructuring-Connectionism-multipleintelligenceFocusonthelinguisticaspectsof:-grammar/sentence-making-pronunciationImportantCharacteristics:-physicalinteractionwiththeenvironment-socialinteractionwithpeople-modifiedinteraction-socialculturaltheoryandZPD(zoneofproximaldevelopment)ApplicationtoSLA:-modifiedinteraction-socioculturaltheoryandZPDFocusonthelinguisticaspectsof:-languageuse-socialfunctions2020/10/4Fall20037/38BehaviorismSkinner:languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement.Fourcharacteristicsofbehaviorism:1)imitation,2)practice,3)reinforcement,and4)habitinformationLado(1964):CAApersonlearninganL2startsoffwiththehabitsformedintheL1andthesehabitsinterferewiththenewonesneededfortheL2.2020/10/4Fall20038/38AmericanStructurismandBehaviorismDominanttheoriesinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s.It’spsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism.ThegoalofCA:todiscovertheproblemsthatforeignlanguagestudentswouldencounterinthelearningprocess.AndtoincreasetheefficiencyinL2teachingandtesting.2020/10/4Fall20039/38NegativeTransferLadoproclaimedthatmostofthedifficultiesoriginatedfromthedifferencesbetweenL1andL2.Hebelievedthatthemoredifferentthetwolanguagesare,themoredifficultlearningwouldbe,andbyknowingthis,wecouldpredictwhaterrorswouldappear.2020/10/4Fall200310/38astrongandaweakformofCALadoandhisfollowersevenprovidedthedegreeofdifferencesbetweentwolanguages.ThereexistedastrongandaweakformofContrastiveAnalysis(Wardhaugh1970).ThestrongformclaimsthatallL2errorscanbepredicatedbyidentifyingthedifferencesbetweenthetargetlanguageandthelearner’sL1.Theweakformofthehypothesisclaimstobediagnostic.(Tocheckwherecouldbeerroneous).2020/10/4Fall200311/38ContrastiveAnalysis(CA)ContrastiveAnalysiswasrootedinthepracticalneedtoteachaL2inthemosteffectivewaypossible.It’spsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism.RobertLado:advocatedtheapproachofContrastiveAnalysisinhisfirstBook,LinguisticsAcrossCulture(1957)2020/10/4Fall200312/38BehaviorismBehaviorismwasoftenlinkedtotheContrastiveAnalysisHypothesis(CAH):ItpredictsthatwheretherearesimilaritiesbetweentheL1andthetargetlanguage,thelearnerwillacquiretarget-languagestructureswithease;wheretherearedifferences,thelearnerwillhavedifficulty.2020/10/4Fall200313/38MoreDefinitionofCACA:isanapproachtothestudyofSLAwhichinvolvepredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences.ItwasheavilyinfluencedbytheorieswhichisdominantinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s.2020/10/4Fall200314/38BehaviorismCriticismsabouttheCAH:Thoughalearner’sL1influencestheacquisitionofanL2,1.NotallerrorspredictedbytheCAHareactuallymade.2.ManyoftheerrorswhichlearnersmakearenotpredictableonthebasisoftheCAH.3.SomeerrorsaresimilaracrosslearnersfromavarietyofL1backgrounds.2020/10/4Fall200315/38BehaviorismSummary:TheL1influencemaynotsimplybeamatterofthetransferofhabits,butamoresubtleandcomplexprocessofidentifyingpointsofsimilarity,weighingtheevidenceinsupportofsomeparticularfeature,andevenreflectingaboutwhetheracertainfeatureseemsto‘belong’inthestructureoftheL2.2020/10/4Fall200316/38InnatismCompetencevs.PerformanceUniversalGrammar(UG)inrelationtosecondlanguagedevelopmentKrashen’