二语习得(L10)

LessonTenTheoriesofsecondlanguageacquisitionTheroleoftheoryinSLAApproachestotheorybuildingSchoolsoftheoriesofsecondlanguageacquisitionTheroleoftheoryinSLADescription:thecharacterizationofthenatureofthelinguisticcategorieswhichconstitutethelearner’sinterlanguageExplanation:howSLAtakesplaceWhySLAtakesplaceTwoapproachestotheorybuilding:theory-then-researchresearch-then-theoryThestudyofSLAhasinvolvedbothapproachesSchoolsoftheoriesofsecondlanguageacquisitionNativisttheoriesofSLAeg.TheUniversalsHypothesisEnvironmentalisttheoriesofSLAeg.TheacculturationModelInteractionisttheoriesofSLAeg.ThediscoursetheorySchoolsoftheoriesofsecondlanguageacquisition1.TheacculturationModel2.AccommodationTheory3.Thediscoursetheory4.Themonitortheory5.VariableCompetenceModel6.TheUniversalsHypothesis7.TheneurofunctionalTheory8.S—RModelTheacculturationtheoryMeaningofacculturationSocialdistanceSocialfactorsthatcreategoodlanguagelearningenvironmentPsychologicaldistancePsychologicalfactorsincreasingthepsychologicaldistanceNativizationvsDenativizationTheacculturationtheoryDefinitionofacculturationAcculturationisdefinedbyBrown(1980a:129)as‘theprocessofbecomingadaptedtoanewculture’.Twomodels:JohnSchumann’smodelAndersen’smodel—TheNativizationModelThePremiseoftheAcculturationModelJohnSchumann’smodel…secondlanguageacquisitionisjustoneaspectofacculturationandthedegreetowhichalearneracculturatestothetargetlanguagegroupwillcontrolthedegreetowhichheacquiresthesecondlanguage.(Schumann1978c:34)FactorsDeterminingAcculturationAcculturation,andhenceSLA,isdeterminedbythedegreeofsocialandpsychologicaldistancebetweenthelearnerandthetargetlanguageculture.SocialdistanceSocialdistanceiscreatedbytherelationsbetweenthelearnerandmembersofthetargetsocialgroup.Socialfactorsthatcreategoodlanguagelearningenvironment1.ThetargetlanguagegroupandL2groupsvieweachotherassociallyequal.2.ThetargetlanguagegroupandL2groupsaredesirousthattheL2groupwillassimilate.3.BoththetargetlanguagegroupandL2groupsexpecttheL2grouptosharesocialfacilities.4.Firstlanguagegroupissmallandnotverycohesive.5.TheL2group’scultureiscongruentwiththatofthetargetlanguagegroup.6.Bothgroupshavepositiveattitudestoeachother.7.TheL2groupenvisagesstayinginthetargetlanguageareaforanextendedperiod.PsychologicaldistancePsychologicaldistanceistheresultofvariousaffectivefactorsofthelearner.Psychologicalfactorsincreasingthepsychologicaldistance1.Languageshock,2.Cultureshock3.Lowmotivation4.HighegoboundariesContinuedpidginizatonistheresultofsocialandpsychologicaldistance.Whenpidginizatonpersiststhelearnerfossilizes.Theresultofsocialandpsychologicaldistanceisthecontinuedpidginizationandfossilization.Andersen’smodel—TheNativizationModelNativizationDenativizationAccommodationGrowthindependentGrowthtowardsanoftheexternalnormassimilationexternalnormRestrictedaccessadequateaccesstoinputtoinputPidginizationDepidginizationcreationofauniqueFirst/secondlanguagefirst/secondlanguageasincreasingapproximationacquisitiontowardsexternaltargetnormAssimilation同化andaccommodation适应AssimilationreferstotheprocessbywhichnewitemsareaddedtoaconceptorschemaAccommodationreferstotheprocessbywhichtheexistingconceptorschemaischangedonthebasisofnewinformation.ASSIMILATION:)EXAMPLE:Achildwhoknowswhatadogisseesanotherfour-leggedanimalthatsheorhehasneverbeforeencountered,suchasacow,andnotrecognizingit,usespreviousschematocallitadog.ACCOMMODATION:EXAMPLE:Afterthechildcallsthecowadog,hisorhermothertellshimorherthatthisnewfour-leggedcreatureisacow.Thenexttimethechildseesacowheorsheidentifiesitasacow,indicatingthatthechild’spreviousschemaoffourleggedcreatureshadbeenexpandedtoincludecows.AccommodationTheoryAccommodationTheoryderivesfromtheresearchofGilesandassociatesintotheintergroupusesoflanguageinmultilingualcommunitiessuchasBritain.Hisprimaryconcernistoinvestigatehowintergroupusesoflanguagereflectbasicsocialandpsychologicalattitudesininter-ethniccommunication.Asanoffshootofthis,hasalsoconsideredSLAfromanintergroupstanceanditistheresultingviewofSLAwhichhasbecomeknownasAccommodationTheory.DifferencesfromAcculturationModelAcculturationModelAccommodationTheoryActualsocialdistanceperceivedsocialdistanceSocialandpsychologicalDistanceasabsolutephenomenaIntergrouprelationshipstaticdynamicmotivationlinguisticoutputMotivationGilesalsobelieves(Ellis1985),thatL2proficiencylargelyreliesuponmotivation,whichistoagreatextentaffectedbyhowindividuallearnersviewthemselvesintermsofethnicidentity.Thisisdeterminedbythefollowingvariables(Ellis1985:257):1.Identificationoftheindividuallearnerwithhisethnicingroup.Towhatdegreealearneridentifieshimselfwithhisowningroup.2.Inter-ethniccomparison.Ifalearnermakespositiveornegativecomparisonsbetweenhisgroupandtheoutgroup.3.Perceptionofethno-linguisticvitality.Ifalearnerviewshisingroupasloworhighinstatusandboundedwithorexcludedfrominstitutionalpower.4.Perceptionofingroupboundaries.Ifalearnerviewshisingroupasculturallyandlinguisticallyexcludedformtheoutgroup(hardboundaries)orasc