Applied-Linguistics

2020/3/9AppliedLinguisticsSecondLanguageLearning班级：姓名：2020/3/9SomebasictermsThenatureofSecondLanguageLearningDifferencesbetweenchildandadultL2learnersMajorL2learningtheories2020/3/9PrimaryQuestionsDoesthetermsfirstlanguage,motherlanguageandnativelanguage(L1)aredepictingthesamemeaning?Howaboutsecondlanguage,foreignlanguageandnon-nativelanguage(L2)?2020/3/9unconsciousandsuccessfulL1Termsfirstlanguagemothertonguenativelanguagenativelanguage(styleoffamily)styleofpeoplearound2020/3/9painstakingandunsuccessfulL2Termssecondlanguageforeignlanguagenon-nativelanguagenon-nayivelanguagebilingualormultilingualsocialcontextmonolingualsocialcontext2020/3/9SomeBasicTerms•SecondLanguageAcquisition(SLA):referstothesystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.•Targetlanguage(TL)(目的语):thelanguagewhichapersonislearning,incontrasttoafirstlanguageormothertongue.2020/3/9SomeBasicTerms•Foreignlanguage(FL):alanguagewhichisnotanativelanguageinacountry,andisalwaystaughtinschoolsandnotusedtocommunicatewithinacountry.e.g.EnglishinChina,Japan,etc.•Secondlanguage(L2):alanguagewhichisnotanativelanguagebutiswidelyusedasamediumofcommunicationandisusedalongwithanotherlanguageorlanguages.e.g.EnglishusedinSingaporeSecondLanguage:＊Innarrowsense,secondlanguagereferstothelanguagethatonelearnsorpicksupafterhis(orher)mothertongue;＊Inbroadsense,secondlanguagereferstoalllanguages(includingforeignlanguages)thatonelearnsorpicksupafterhis(orher)mothertongue.2020/3/9DifferencesoflearningofSLandFLSLFL•learningwithintargetlearningoutsidethelanguagetargetlanguage•Acquisitionoccurslearningtherulesmainlyfrequently•reinforcementofthelearningoftheculturesculturesofthetargetoftargetlanguagebylanguagecomparision•easytobenative-likebilingualholder2020/3/9Doesanadultaquiresasecondlanguagethesamewayasachildaquiresafirstlanguage?2020/3/9So,Let'swelcomeMissXie!ThenatureofsecondlanguagelearningThetasksoftheL2learnerNative-likeproficiency——thegoalofsecondlanguagelearningNative-likeproficiency——thegoalofsecondlanguagelearningKnowingalanguagemeanshavingacquiredthecompetenceorproficiencyinthelanguage.Theidealgoalofcompetenceorproficiencyinasecondlanguageisthenativespeaker’scompetenceorproficiencyinthelanguage.Butitisalmostimpossibleandunnecessaryforanysecondlanguagelearnertoreachthecompleteproficiencyofnativespeakers.Sternconceptualizesthisnativespeaker’sproficiencyasfollows:Theintuitivemasteryoftheformsofthelanguage.Theintuitivemasteryofthelinguistic,cognitive,affective,andsocioculturalmeaningsexpressedbythelanguageforms.Thecapacitytousethelanguagewithmaximumattentiontocommunicationandminimumattentiontoform.Thecreativityoflanguageuse.Anapproximationtonativespeakers’proficiencygrammaticalcompetencesociolinguisticcompetencestrategiccompetenceCanaleandSwainanalyzeL2proficiencyinto3components1Grammaticalcompetence(i.e.linguisticcompetence)includesvocabularyandpronunciationaswellasgrammaticalstructureandwordforms;2Sociolinguisticcompetence(i.e.communicativecompetence,atermintroducedbyD.Hymesin1972)ismadeupofsocioculturalrulesforusinglanguageappropriately,anddiscourserulesforlinkingpartsofalanguagetextcoherentlyandcohesively;33.Strategiccompetence(i.e.theL2learner’sabilitytocompensateforproblemsincommunication)consistsofverbalandnon-verbalcommunicationstrategiesthatmaybecalledintoactiontocompensateforbreakdownsincommunicationduetoperformancevariablesorinsufficientcompetence.ThetasksoftheL2learnerRichardsdelimitsthetaskofsecondlanguagelearningtotheacquisitionofanewsetofsyntacticandphonologicalrulesandtransformationalrulesfortherealizationofthelanguage-independentdeepstructures.Thatistosay,secondlanguagelearningprimarilyinvolvestheacquisitionofanewsetofrealizationrulesbywhichthenewlanguageexpressesunderlyingrelationshipsofauniversaltype.Thetaskistwo-foldOnthecompetenceside,theL2learnerhastolearntoreadjusthisoptionalandobligatorycategoriesinthelanguageheislearning.Onperformanceside,theL2learnerhastolearntohowtoperforminthenewlanguage.Intheinitialstagesofsecondlanguagelearning,performanceissecondarytocompetence.Thelearner’sdeviantsyntaxandtelegraphicspeech,orinterlanguage,areacceptedasnormalsignsofacomplexrulesysteminastateofdevelopment.Atalaterstage,however,attentionshiftstoperformanceitselfandthesignificanceofappropriateperformance.DifferencesbetweenchildandadultL2learners姓名:学号：班级：5.3DifferencesbetweenchildandadultL2learnersQ:Whoarebettersecondlanguagelearners,childrenoradults?Twobeliefs:1.Youngerisbetter(before)2.Oldstudentsarebetter(recent)StephenKrashenIntroductionStephenKrashen(UniversityofSouthernCalifornia)isanexpertinthefieldoflinguistics,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisrecentresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Duringthepast20years,hehaspublishedwellover100booksandarticlesandhasbeeninvitedtodeliverover300lecturesatuniversitiesthroughouttheUnitedStatesandCanada.1.Adultsproceedthroughearlystagesofsyntacticandmorphologicaldevelopmentfasterthanchildren(wheretimeandexp