interlanguage语言学

Whatisinterlanguage?interlanguagewasestablishedaslearner’sindependentsystemofthelanguage,whichisofneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromoneextremeofhisnativelanguagetotheotherofthesecondlanguage.中介语是外语学习过程中学习者使用的介于母语与目标语之间的语言体系，也称之为近似语言系统（approximativesystem）、特殊方言（idiosyncraticdialects）。2.Thethreemainfeaturesofinterlanguage:Systematicity---regularity,notrandomPermeability---allthelanguagearepermeable.differencebetweeninterlanguageandotherlanguagesisthedegreeofpermeability.Fossilization—ifthesystematicofinterlanguagecannotdevelopedanymore,thephenomenonoffossilizationwilloccur.(系统性，渗透性和语言石化）definition：aprocessoccuringfromonetimetotimeinwhichincorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.一个不时出现的过程。在这一过程中，不正确的语言特征成为个人说或写一门语言的方式中不可改变的一部分。简单来说，许多外语者在其外语达到一定水平之后，在一段时间内可能会出现止步不前的情况TypesofFossilizationindividualfossilizationvsgroupfossilizationtemporaryfossilizationvspermanentfossilization语音方面：每一种语言都有它特定的语音系统和发音规律，学习外语的人，常常会不自觉地把本族语的发音，习惯性搬到外语中去词汇方面：体现在词义和词的搭配两个方面。词的概念意义不同或它所指的范围大小不同往往造成用词错误句法方面：英语句子重形合，讲究主谓宾逻辑和语法的完整，而汉语在此方面通常没有严格的要求causesoffossilizationlanguagetransfertransferofimpropertrainingstategiesofsecondlanguagelearningstrategiesofsecondlanguagecommunicationstrategiestoavoidfossilizationtakingeffectivemeanstostimulateemotionalfactorstheproperuseofcommunicativestrategieshavingrightattitudetowardstheerrorsintheprocessoflearningapplyinglearningmethodsflexibilyreducingmothertongueinterferenceInterlanguageTargetlanguageNativelanguageTherelationshipofinterlanguagewithtargetlanguageandnativelanguage.Interlanguagelikesacontinuum(连续体),neitherthemothertouguenorthesecondlanguage.Itisatransitionbetweennativelanguageandtargetlanguage.中介语目标语母语Theprocessisnotinastraightline,becauseithasrepeatability（反复性）.Itisacontinuousmovementfromnativelanguagetotargetlanguage.Dynamic（动态的）Someexamples语言中存在大量的中介语1、语音方面A、各地的方言与普通话。比方说，在我的家乡，我们所说的普通话称为“砀普”，实际上是方言和普通话之间的一种过渡。大家想一下，刚来大学的时候，我们说的普通话基本上都是有家乡味的普通话，和标准的普通话还是有区别的，让说标准普通话的听着怪怪的。但是有家乡口音的普通话也可以说是方言与标注普通话之间的中介语形式。B、记得刚开始学习英语的时候，老师教发音的时候，我总会在不会读的单词旁边标上汉字，例如good,狗的;WashingtonDC,我吃灯，DC.我觉得这个也是属于中介语的一种形式。2、语用方面语体有中间状态。播音员的语言就是出于口语和书面语的中间状态。3、词语方面词语在形态上的变化。有些词处在中间位置，需要动词形式的时候就以动词形式存在，需要名词的时候就以名词的形式存在，表现出名词的特征。例如动名词。4、语法方面词类的划分，介词的使用。如arriveatschool,arrivehome/abroad。其中at根据语法习惯有时应该省略。11.7Secondlanguagelearningmodelsandimputhypothesis第二语言学习模式及输入假说Secondlanguageacquisitionisacomplexphenomenonthatcannotbedescribedinallaspectsbyanymodeltoday.Tounderstandhowvariousresearchareasandtheoriesrelatetooneanotherisessentialinunderstandingsecondlanguageacquisition.Contrast:LAD(LanguageAcquisitionDevice语言习得机制):humanbeingsarecapableoflanguagelearningifprovidedwithadepuateinput.Behaviorism:imitationandpositivereinforcementMentalistorinnativists:natureposition,LADTherefore,themodelsandtheoriesofsecondlanguageacquisitionaremainlydividedonthepoint:TowhatextentsecondlanguageacquisitionisafunctionofinnatenessPeoplewhoadoptaninnateposition:structureknowledgeTheopposite:languageacquisitionandsocialinteractionaremutuallydependentKrashen'sInputHypothesis克拉申的输入假说Krashenassumedthatthereweretwoindependentmeansorroutesofsecondlanguagelearning:acquisitionandlearning.Acquisition:isaprocesssimilartothewaychildrenacquiretheirfirstlanguageanditisasubconsciousprocesswithoutminutelearningofgrammaticalrules.Peopleregarditasimplicitlearning(隐性学习),informallearning(非正式学习)ornaturallearning(自然学习)etc.Learning:referstoconsciouseffortstolearnthesecondlanguageknowledgebylearningtherulesandtalkingabouttherules.“i+1”•“i”representslearner'sadvancetheirlanguage,thenthenextstageisan“i+1”.•Krashenputforwardthatlearnersadvancetheirlanguagelearninggraduallybyreceivingcomprehensibleinput.Sohedefinedcomprehensibleinputas“i+1”.•Krashenmistookinputandintake,thusreceivedcritism.conditionsofInputHypothesis:1.comprehensible2.interestingandrelevant3.notgrammaticallysequenced4.i+1ExamplesIndividualdifferences个体差异Intheprocessoflearningaforeignlanguage,somestudentscouldlearnitverywellandefficiently,butotherscan't.Reasons1.Languageaptitude语言能力anaturalabilityforlearningasecondlanguage学习第二外语的天生能力2.Motivation:thelearner’sattitudesandaffectivestateorlearningdrive学习者的态度、情感状态、或学习动力1）Instrumentalmotivation工具性东西（考试，得升迁，职称考试）2）Integrativemotivation综合性动机（为了了解另一个种文化）3）Resultativemotivation结果性动机（为了外部目的，打赌）4）Intrinsicmotivation内在动机（享受快乐）3.Learningstrategies学习策略learners’conscious,goal-orientedandproblem-solvingbasedeffortstoachievelearningefficiency.学习者有意识的，以目的为导向和以解决问题为基础为提高学习效率而作出的努力。1)Cognitivestrategies认知策略analyzing,synthesis,internalizing分析，综合，内在化2)Metacognitivestrategies元认知策略planning,monitoring,evaluating计划，监控，评价3)Affect/socialstrategies影响/社会策略interactingorcommunicating交流和交际4.Ageofacquisition习得年龄CriticalPeriodHypothesis:临界假说thetheorythatinchilddevelopmentthereisaperiodduringwhichlanguagecanbeacquiredmoreeasilythanatanyothertime.AccordingtothebiologistLenneberg,thecriticalperiodlastsuntilpuberty(aroundage12or13years),andisduetobiologicaldevelopment.Lennebergsuggestedthatlanguage