Chapter-11-Second-Language-Acquisition

Chapter11SecondLanguageAcquisitionFocus1.Connectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisition2.Contrastiveanalysis3.Erroranalysis4.Interlanguage5.Theroleofnativelanguageinsecondlanguagelearning6.Secondlanguagelearningmodelsandinputhypothesis7.Individualdifferences8.SecondlanguageacquisitionanditspedagogicalimplicationsPre-classactivity:pairworkDirections:Workinpairstoidentifytheerrorsinthefollowingsentencesandtracethepossiblecauseforeacherror.1.Pleasedonothindermywork.2.--Youaren’tsatisfiedwiththiswork,areyou?--No,Iam3.Duringthemeetingwediscussabouttheresearchproject.4.Alisonisinpoorhealth.Sheiseasytocatchcold.5.Thesceneryistoobeautifultodescribeit.6.Totouchthesociety.7.Therearemanypeoplecometostudyinthestates.8.Iwaityouatthegateoftheschool.9.Eatmedicine.10.Hegavememuchbooks.11.Somestudentsdonotcareothers.12.Theyarebusysearchingjobs.13.Ithasbeenexistedforalongtime.14.Thebusisarrived.15.Youshouldreturnthelibrarythebooks.16.Hereportedthepolicetheaccident.17.Iforgotthecaraccidenthappenedatthecornerofthatstreet.18.Theideaoccurredtomewasaveryvagueone.19.Linguisticsisgettingmoreandmoreimportanttoourunderstandingoftheworld,someknowledgeofitisbeneficial.20.Humorhelpsusinmanyways,weallneedit.11.1Whatissecondlanguageacquisition?–Secondlanguageacquisition(SLA)referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.–The“Second”languageisnotoppositeto“foreign”language.Whetherthetargetlanguage(TL)tolearntiscalledasecondlanguageoraforeignlanguage(FL)dependsonitsstatusasasecondlanguageorforeignlanguageinthecountry.11.2ConnectionsbetweenfirstlanguageacquisitionandsecondlanguageacquisitionDiscuss:WhataretherelationshipsbetweenthefirstlanguageacquisitionandthesecondlanguageacquisitionaccordingtoyourownexperiencesinlearningChineseandEnglishlanguages?–Similarities•Theoreticallythenewfindingsandadvancesinfirstlanguageacquisitionespeciallyinlearningtheoriesandlearningprocessareilluminatinginunderstandingsecondlanguageacquisition.•Thetechniquesusedtocollectandanalyzedatainfirstlanguageacquisitionalsoprovideinsightsandperspectivesinthestudyofsecondlanguageacquisition.–Differences•Secondlanguagelearnersgenerallyfailtoattainnative-likecompetence.Thelanguagetheyproduce,whichiscalledinterlanguage(IL)orlearnerlanguage,tendstobecomefossilizedatcertainlevel.Fossilizationhasbecomeoneofthemainfeaturesofinterlanguage.•Interlanguage,accordingtoSelinker’sdefinition,isdefinedasanabstractsystemoflearner’stargetlanguagesystem,ithasnowbeenwidelyusedtorefertothelinguisticexpressionslearnersproduceespeciallythewrongornotidiomaticones.Thedevelopmentofresearchofsecondlanguageacquisition•Thedevelopmentofsecondlanguageacquisitionhasundergonesomechangesasillustratedinthefollowing.•L1FL/SL(TL)••Interlanguage(IL)•NL:TLcomparisons(ContrastiveAnalysis)•IL:TLcomparisons(ErrorAnalysis)•NL:ILcomparisons(TransferAnalysis)11.3.Contrastiveanalysis(CA)(1960s)–Background•Influencedbythebehaviourismviewthatsecondlanguagelearningwasseenasthedevelopmentofanewsetofhabits,thenativelanguagetookongreatsignificance,foritwasregardedasthemajorcauseforlackofsuccessinlearningasecondorforeignlanguage.Positivetransferwouldfacilitatetargetlanguagelearningwhilethenegativetransferwouldinterfere.Therefore,insecond/foreignlanguagelearningandteaching,thebasisoflanguageinstructionwasthedifferencesbetweenthenativelanguageandtargetlanguage,contrastiveanalysis(CA)cameintofashioninthe1960s.–Content•Startingwithdescribingcomparablefeaturesofthenativelanguageandtargetlanguage,contrastiveanalysiscomparestheformsandmeaningsacrossthetwolanguagestospotthemismatchesordifferencessothatpeoplecouldpredictlearners’difficulty.•Eg.•Totouchthesociety.•Tolearnknowledge.•Therearemorepeoplecometostudyinthestates.•Eatmedicine.–Shortcoming•Thecontrastiveanalysiswassoonfoundproblematic,formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformativeorinaccurate.Peoplecometorealizethat“difference”and“difficulty”arenotidenticalconcepts.ContrastiveanalysiswasgraduallyreplacedbyErrorAnalysis.11.4Erroranalysis(EA)•Erroranalysisinvolves,firstindependentlyorobjectively,describingthelearners’interlanguageandthetargetlanguage,thenacomparisonofthetwolanguagesisfollowedtolocatemismatches.Differentfromcontrastiveanalysis,erroranalysisgavelessconsiderationtolearners’nativelanguage.•Twomainsortsoferrors:Interlingualerrors&intralingualerrorsInterlingualerrors----Interlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursaletc.Forexamples,a.Substitutionof[t]for[Ө]and[d]for[ð]:threetree,thisdis.b.Shorteningoflongvowels:sheepship,meetmitIntralingualerrors----Theintralingualerrorsmainlyfromfaultyorpartiallearningofthetargetlanguage,independentofthenativelanguage.Therearelearningstrategies-basederrors,communicationstrategies-basederrors,inducederrors,andsomecompoundandambiguouserrorsamongwhichovergeneralizationorcross-associationhavebeen