Chapter11SLA

Chapter11SLAIntroductionDefinition:1.SecondLanguageAcquisition(SLA)referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.2.L2acquisitioncanbedefinedasthewayinwhichpeoplelearnalanguageotherthantheirmothertongue,insideoroutsideofaclassroom.ThegoalsofSLAaretodescribehowL2acquisitionproceedsandtoexplainthisprocessandwhysomelearnersseemtobebetteratitthanothers.(RodEllis1985)ConnectionsbetweenFLAandSLAFirstlanguagestudyhasservedasabackclothforperceivingandunderstandingnewfactsaboutsecondlanguagelearning.Secondlanguagelearnersgenerallyfailtoattainnative-likecompetence.Interlanguage.PointsofcomparisonforsuccessiveforeignlanguagelearningparadigmsNL:TLcomparisons(Contrastiveanalysis)IL:TLcomparisons(Erroranalysis)NL:ILcomparisons(Transferanalysis)TheroleofnativelanguageinSLALanguagetransfer:Thedifferencesbetweennativeandtargetlanguageswouldeitherleadtopositivetransferornegativetransfer,alsoknownasinterference.迁移是指目标语和其他任何已经习得的（或者没有完全习得的）语言之间的共性和差异所造成的影响。Adistinctionwasmadebetweenpositivetransferandnegativetransfer.Whiletheformerwouldfacilitatetargetlanguagelearning,thelaterwouldinterfere.Thereforeinsecond/foreignlanguagelearningandteachingthebasisoflanguageinstructionwasdifferencesbetweenthenativelanguageandtargetlanguage.Mentalist:fewerrorswerecausedbylanguagetransfer.Interlanguage:Learnsputtheirfirstlanguagebacktothewholepictureandstudieditsrolefromacognitiveperspective.Inthissense,nativelanguagefunctionsasakindof“inputfrominside,”thereforetransferisnottransfer,butakindofmentalprocess.Therearethreeinteractingfactorsindetermininglanguagetransferinsecondlanguagelearning:1.alearner’spsychology,howalearnerorganizehisorhernativelanguage2.perceptionofnative-targetlanguagedistance3.actualknowledgeofthetargetlanguageContrastiveAnalysisStartingwithdescribingcomparablefeaturesofthenativelanguageandtargetlanguage,contrastiveanalysiscomparestheformsandmeaningsacrossthetwolanguagestospotthemismatchesofdifferencessothatpeoplecouldpredictlearners’difficulty.However,thecontrastiveanalysiswassoonfoundproblematic,formanyofthepredictionsofthetargetlanguagelearningdifficultyformulatedonthebasisofcontrastiveanalysisturnedouttobeeitheruninformative:teachershadknownabouttheseerrorsalreadyorinaccurate.20世纪50年代，美国应用语言学家Fries和Lado等人就开始系统地研究错误并由此产生了有关错误的早期理论—对比分析。Lado在LinguisticAcrossCultures一书中提出，“人们倾向于把他们本民族的语言和文化的形式、意义以及它们的分布迁移到外民族的语言和文化中去。”他的这一假设成为后来对比分析的基本思想并影响了全世界的外语教学。对比分析的基本任务是通过两种或多种语言的共时比较发现它们在结构和功能上的异同。ErrorAnalysisErroranalysisinvolvesfirstindependentlyorobjectively,describingthelearners’interlanguage,thenacomparisonofthetwoisfollowedtolocatemismatches.Differentfromcontrastiveanalysis,erroranalysisgavelessconsiderationtolearners’nativelanguage.错误分析是对学习者在第二语言习得过程中所产生的错误进行系统的分析，研究其来源，揭示学习者的中介语体系，从而了解第二语言习得的过程与规律。错误一般指外语学习者用外语学话、作文时出现偏离目标语正确表达法的现象。错误大体可以分为两类，一类是错误（error），是不符合语法规则和交际规范的话语，反映出的问题是学生的语言知识和能力不足。如：*DoesTomcandance?另一类是失误（mistake），由说话和写作时精神不集中、疲劳、紧张、粗心、厌烦、激动或其他行为而导致的失误，即通常所说的笔误和口误。这种失误不是系统的，并不能反映说话者的语言能力，操本族语的人也常出现这样的错误。这种错误的特点是，一旦出项，说话者有能力自我改正。Whileerrorsdefinedasunintentionallydeviantfromthetargetlanguageandnotself-corrigiblebythelearnersuggestfailureincompetence,mistakesaseitherintentionallyorunintentionallydeviantformsandself-corrigiblesuggestfailureinperformance.e.g.ImajoredinChineseliterature.*ImajoredinChineselavatory.错误分析的作用：1通过错误分析，教师可以了解学习者对目标语的掌握情况及其所达到的阶段。2通过错误分析，研究者可以了解学习者是如何习得目标语的，有助于了解学习者在学习过程中所采取的学习策略和步骤。3通过错误分析，研究者会发现学习者的错误时是不可避免地，出错可以看做学习的手段，用于检验关于正在学习的语言规则的假设。Twomainsortsoferrorswerediagnosed:interlingualerrorsandintralingualerrors.Theinterlingualerrorsmainlyresultfromcross-linguisticinterferenceatdifferentlevelssuchasphonological,lexical,grammaticalordiscoursaletc.语间干扰指学生已掌握的语言体系（母语）对目前正在进行的语言（外语）学习的影响。e.g.Hisbodyisveryhealthy.Nowisfiveo’clock.Theintralingualerrorsmainlyresultfromfaultyorpartiallearningofthetargetlanguage,independentofthenativelanguage.语内干扰是指学习者根据已获得的、有限的、不完整的外语知识和经验，对语言作出的不正确的假设，从而类推出偏离规则的结构。不同母语背景的学生在学习同一语言时会犯同样的和相似的错误，这一现象正是语内干扰的表现。学生在学习外语时往往以归纳为主，过分扩大外语某一规则的使用范围，以致创造出一些错误的语言结构，因此，过度概括是语内干扰的根源。e.g.*Thisnovelisworthbeingreading.Thisnovelisworthreading.*Acaraccidentwastakenplaceinthestreetinthemorning.Acaraccidenttookplaceinthestreetinthemorning.Therearelearningstrategies-basederrors,communicationstrategies-basederrors,inducederrorsandsomecompoundandambiguouserrorsamongwhichovergeneralizationorcross-associationhavebeenwellexploited.Othersourcesoferrors:3文化干扰Culturalinterferencee.g.*Youhavegrownfatthesedays.4交际策略CommunicativeStrategiese.g.*Ilostmyroad.*TheclassroomisveryLUAN.--Thankyou.--It’smydutytodoso.5认知和性格特点Cognitionandpersonality6教学引起的错误Interlanguage(learnerlanguage)ProposedbyS.PitCorderandLarrySelinker,theconceptofinterlanguagewasestablishedaslearners’independentsystemofthesecondlanguagewhichisneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromhisnativelanguagetothetargetlanguage.Theterm“interlanguage”wascoinedbytheAmericanlinguistLarrySelinker,inrecognitionofthefactthatL2learner’constructalinguisticsystemtha