The-Role-of-The-First-Language

----施丽波李娇娇王珊珊卿琦杨娜汤嘉TheRoleofTheFirstLanguage目录IntroductionBehavioristlearningtheoryHabitsErrorsContrastiveAnalysisCriticismsofthecontrastiveanalysishypothesisAmulti-factorapproachL1interferenceasalearnerstrategyContrastivepragmaticsSummaryandconclusionIntroductionTwopopularbeliefThesecondlanguageacquisition(SLA)isstronglyinfluencedbythelearner’sfirstlanguage(L1)TheroleoftheL1inSLAisnegative1学习就是形成刺激与反应之间的联系Behavioristlearningtheory2BehaviorRespondentconditioningRespondingbehaviorHabits（习惯）theassociationofaparticularresponsewithastimulusconstitutedahabitsTwoimportantcharacteristics1、Theyareobservable2、Theyareautomatic3Errors（偏误）Proactiveinhibition(前摄抑制)先前学习过得东西阻碍新习惯的学习（P22）Errors-----InSLAitworksasfollows.Wherethefirstandthesecondlanguageshareameaningbutexpressitindifferentways,anerrorislikelytoraiseintheL2becausethelearnerwilltransfertherealizationdevicefromhisfirstlanguagetothesecond4ErrorsTransferpositionnegativeProactiveinhibitionErrorsNon-learningtoleratingContrastiveAnalysisContrastiveanalysisContrastiveanalysiswasrootedinthepracticalneedtoteachaL2inthemostefficientwayContrastiveanalysisPsychologicalaspectLinguisticaspect5Thepsychologicalaspectofcontrastiveanalysisthepsychologicalrationaletakestheformofthecontrastiveanalysishypothesis1、thestrongformclaimsthatallL2errorscanbepredicted2、theweakformclaimsonlytobediagnosticTwovariablesThesettinginwhichSLAtakesplaceThelearner’sstageofdevelopmentThelinguisticaspectofcontrastiveanalysis1、Theprocedure:(1)description(2)selection(3)comparison(4)prediction2、Thecomparisonreveal(P26)Differences-----linguisticallyDifficulty------psychologicalCriticismofthecontrastiveanalysishypothesisthreemajortypes:1、thedoubtsconcerningtheabilityofContrastiveAnalysistopredicterrors.2、regardingthefeasibilityofcomparinglanguagesandthemethodologyofContrastiveAnalysis.3、reservationsaboutwhetherContrastiveAnalysishadanythingrelevanttooffertolanguageteaching6EmpiricalresearchandthepredictabilityoferrorFourcausesoflearnererror:1、thelearnerdoesnotknowthestructuralpatternandsomakesarandomresponse2、thecorrectmodelhasbeeninsufficientlypracticed3、distortionmaybeinducedbythefirstlanguage4、thestudentmayfollowageneralrulewhichisnotapplicableinparticularinstanceDulayandBurtidentifiedthisissuefourtypesoferroraccordingtotheirpsycholinguisticorigins:1、interference-likeerror2、firstlanguagedevelopmenterror3、ambiguouserror4、uniqueerrorfourtypesoferrorApowerfulattack----byDulayandBurtOnly3%areinterferenceTheyarguedthatchildrendonotorganizeaL2basedontransferorcomparisonwiththeirL1,butrelyontheirabilitytoconstructtheL2asanindependentsystem,inmuchthesamewayasinL1acquisition.The“crisis”TheContrastiveAnalysisHypothesistogetherwithhabit-formationtheoryisnotcapableofprovidinganadequateexplanationofSLA.Itwasthisconclusionthatlayattherootofthe‘crisis’inContrastive.TheoreticalcriticismsTheissueswillbeconsidered(1)Theattackon“VerbalBehaviors”(2)Thenatureoftherelationshipbetween“difficulty”and“error”(3)Theproblemconcerningthelinguisticbasisofacontrastiveanalysis,inparticulartranslationequivalenceandthevariabilityArgumentsChomsky’s----theterm‘stimulus’and‘response’weredismissedasvacuouswhenappliedtolanguagelearningobjectionstoequating“difference”with“difficulty”,“difficulty”with“error”Theempiricalresearchshow,itemspredictedtobedifficultonthebasisofacontrastiveanalysisdidnotinfactproduceerrorsThelinguisticbasisofcontrastiveanalysisPracticalcriticismsThefinalsetofcriticismsconcernsWhetherContrastiveAnalysisisofanypracticalworthtolanguageteachersThepredictionsmadebycontrastiveanalysisprovedtobesuperficialPedagogicpointitisonlyworthwhileifitisconsideredimportanttoexplainwhysomeerrorsoccur.Errorisseenasappositiveaspect----needn’tavoidReappraisalThisreappraisaltooktwoforms.1、Thenatureoflanguagetransferwasre-examinedinordertostatemorepreciselytheconditionsunderwhichinterferencetookplaceandthetypeofL1knowledgethatwasutilized.2、AlsothecontributionmadebytheL1wasrecastinmorecognitiveframework.Languagetransferre-examinedthreenoteworthydevelopmentoftheContrastiveAnalysishypothesis.(P33)AvoidanceAlthoughContrastiveAnalysismightfailtopredictproductionserrors,itmightstillbesuccessfulinpredictingcomprehensionerrorsandavoidanceofstructures.DegreeofsimilarityThelearningdifficultywillwiththemagnitudeofthedistancebetweenlanguages(notalways)infact,interferenceappearstobemorelikelywhenthereis‘acrucialsimilaritymeasure’betweenthefirstandsecondlanguages.ErrorsappearedwhenthereweresomesimilaritiesandsomecontrastsbetweenequivalentitemsorstructuresinthetwolanguagesDegreeofsimilarityZoblearguesthatcontrastivegrammarswilltendtooverpredictunlessaccountistakenofthenatureoftheL2rule.healsosuggeststhattransferoccursonlybecausethereisa‘structuralpredisposition’intheEnglishinfinitiveconstruction.Theneedfor‘relativesimilarity’betweenitemsforinterferencetotakeplaceisnot,infact,contrarytotransfertheory.6.ItisnowclearthatL1interferenceoccursincertaincontexts,butnotinothers.Amulti-factorapproachAnyparticularerrormaybether