二语习得(L3)正

LessonThreeInterlanguageandthe‘natural’routeofdevelopmentTasks:1writingapaperonthetopiconthe‘natural’routeofdevelopmentofL22writingapaperonthetopicsuccessanalysisinsteadoferroranalysis3writingapaperonthetopicAnanalysisofEnglishfossilizationofstudentatsomelevel1.WhatarementalistviewsofL1acquisition?2.Whataretheassumptionsunderlyinginterlanguagetheory?3.Whataretheprincipalprocessesoperatedininterlanguage?4.Whatisfossilization?Why?5.WhataretheessentialCharacteristicsofLanguage-learnerlanguage?6.WhatarethedifferencesbetweenErroranalysisandContrastiveAnalysis?7.WhatinformationaboutinterlanguagedoesErrorAnalysisprovide?8.Whataretheempiricalevidencesfortheinterlanguagehypothesis?9.Whataretheproblemswiththeempiricalresearches?IntroductionBackgroundtheoryandresearchinL1acquisition(afixedorderarebasedonatheoryoflearningthatstressesthelearner-internalfactors)Thenotionofinterlanguage(theoreticalconstructusedtoidentifythestagesofdevelopment)‘natural’routeofdevelopment(Theprincipalgoalofthischapter)DiscussionoftheL2=L1hypotesisCaveats(regardingthecentralityoflearner-internalprocessesinaccountsofSLA)MentalistaccountsoffirstlanguageacquisitionChomskyLennebergMcNeillLanguageacquisitiondeviceChomskyassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD).ThisLADismadeupofasetofgeneralprinciplescalleduniversalgrammar.Thesegeneralprinciplescanbeappliedtoallthelanguagesintheworld.DefinitionofacquisitionAcquisitioncanbebroadlydefinedastheinternalizationofrulesandformulaswhicharethenusedtocommunicateintheL2.Inthissensetheterm‘acquisition’issynonymouswiththeterm‘learning’.However,Krashen(1981)usesthesetermswithdifferentmeaning.‘Acquisition’forKrashen,consistsofthespotaneousprocessofruleinternalizationthatresultsfromnaturallanguageuse,while‘learning’consistsofthedevelopmentofconsciousL2knowledgethroughformalstudy.AcquisitiondeviceNativisttheoriesoflanguageacquistionemphasizetheimportanceoftheinnatecapacityofthelanguagelearnerattheexpenceofenvironmentalfactors.Eachlearneriscreditedwithan‘acquisitiondevice’whichdirectstheprocessofacquisition.Thisdevececontainsinformationaboutthepossibleformthatthegramarofanylanguagecantake.ChomskyChomsky’s(1959)stressedtheactivecontributionofthechildandminimizedtheimportanceofimitationandreinforcement.Chomskyclaimedthatthechild’sknowledgeofhismothertonguewasderivedfromaUniversalGrammarwhichspecifiedtheessentialformthatanynaturallanguagecouldtake.ThisviewofFLAwasrepresentedintheformofamodel(e.g.Chomsky1966):primarylinguisticdataADGPrimarylinguisticdataservedonlyasatriggerforactivatingthedevice.Itdidnotshapetheprocessofacquisition,whichwassolelythetaskoftheAD.ADcontainedtheUGtoworkandrequiredthelearneraccesstoprimarylinguisticdata.ForChomskythetaskofthelinguist(orpsychologist)wastospecifythepropertiesoftheADthatwereresponsibleforthegrammar.DefinitionofUniversalgrammarCook(1985)summarizingtheChomskyanposition,defines‘universalgrammar’as‘thepropertiesinherentinthehumanmind’.Universalgrmmarconsistsofasetofgeneralpriciplesthatapplytoalllanguagesratherthanasetofparticularrules.UniversalGrammarexistedasasetofinnatelinguisticprincipleswhichcomprisedthe‘initialstate’andwhichcontrolledtheformwhichthesentencesofanygivenlanguagecouldtake.AlsopartoftheUniversalGrammarwasasetofdiscoveryproceduresforrelatingtheuniversalprinciplestothedataprovidedbyexposuretoanaturallanguage.普遍语法在母语与第二语言习得过程中所起的作用?普遍语法的两大组成部分是普遍原则(principles)和参数(parameters),两者合称为核心语法(coregrammar)是语言中最本质的部分,是不用学的,天生的。要学的是具体的语法和词汇知识,这些知识因母语的不同而不同,它们的习得是通过参数值的设定。儿童由于具有这种习得机制,在广泛接触语言素材中,通过假说验证与先天的普遍语言相比较,认识到母语的语言规则,即取得了语言能力。第二语言习得就是在已有的语言参数的基础上习得另一种可能与现有语言参数相同或不同的语言。语言习得过程就是根据所接触的语言材料建立语言参数值的过程。例如,任何一种语言都具有核心词和修饰词(如形容词+名词),这是一个普遍规律.但是有的语言修饰词在核心词之前,有的则在核心词之后。比如,中文说“红色的书”,而法语则说:“Lelivrerouge”(书红色的)。在习得过程中,如果所接触的语言是修饰词在核心词之前,学习者对这一规律的参数值即定位修饰词+核心词;如果接触相反的语言材料,参数就定在相反值上。第二语言习得与第一语言习得二者的相同点:a.它们的发展模式相同;b.均受年龄因数的影响;c.语言输入与输出不对称;不同：第一语言和第二语言不一致的前提下,普遍语法通过第一语言做用在第二语言习得上。第二语言习得不同于第一语言习得。第一语言习得是在大脑的初始状态下进行的。所谓初始状态是指普遍语法还没有转化为具体语言的语法,因此第一语言的习得过成是参数值的确立过程;第二语言习得是在大脑的稳定状态下进行的,在这种状态下,普遍语法已经转换为具体语言的语法,因此第二语言的习得过程是参数值再确立(parameter-resetting)的过程。正因为有这种差别,第一语言习得是无意识的,而第二语言习得是有意识的。在结果上,第一语言习得是百分之百的成功、圆满,而第二语言习得很难达到圆满。普遍语法一定是处于初始状态的，被具体语法代替后自然消失。二语学习中，学员接触第二语言实例时会不由自主地将其与第一语言具体语法作比较，发现两者不一致时，修正参数，建立第二语言具体语法，储存大脑。大脑处于初始状态时参数是原则的限制范围，儿童通过假设验证过程确定某个具体语法后，参数与原则相对稳定结合。Lenneberg(1967)emphasizedthebiologicalprerequisitesoflanguage.Onlyhomosapienswascapableoflearninglanguage.Lennebergarguedthatthechild’sbrainwasspeciallyadaptedtotheprocessoflanguageacquisition,butthatthisinnatepropensitywaslostasmaturationtookplace.Hearguedthattherewasan‘ageofresonance’,duringwhichlanguageacquisitiontookplaceasageneticheritage.McNeillbelievesthatthechildbuiltuphisknowledgeofhismothertonguebymeansofhypothesistesting.WhatarementalistviewsofL1acquisition?MentalistviewsofL1acquisition:1Languageisahuman-specificfaculty.2Languageexistsasanindependentfacultyinthehumanmindi.e.althoughitispartofthelearner’stotalcognitiveapparatus,itisseparatefromthegeneralcog