Chapter-3-Interlanguage-and-the-natural-route-of-d

Lead-inquestions:1.Whatisthemeaningof“Chinglish”?2.CanL2learnersachievenative-proficiency?3.Howdochildrenacquiretheirmothertongue?4.Whatarethedifferencesbetweenfirstlanguageacquisitionandsecondlanguageacquisition?L1andL2acquisition:Differences•Knowledgeofalanguage:L2-learnersalreadyhavealanguageinplace.•Age:L2-learnersareolderthanL1-learners•Ultimateattainment:Intheabsenceofimpairmentordeprivation,allchildrensucceedinacquiringtheirL1.ButmanyL2-learnersfailtoacquiretheirL2fully.•Explicitinstruction:Childrenaren’ttaughttheirfirstlanguage.ButmanyL2-learnersdoreceiveexplicitinstructionintheL2.Outline•3.1Thebackgroundtheory•3.2Interlanguage•3.3Thenaturalrouteofdevelopment•3.4TheL2=L1hypothesis3.1Backgroundtheory•Mentalistaccountsoffirstlanguageacquisition(P43)•Chomsky---UG,innatetheoryBlackboxIncompleteUngrammaticalSimplifiedFinite(input-stimulus)Infinitegrammaticalsentences(output-response)Languageacquisitiondevice-LAD(UG)InputasatriggerforactivatingLAD•Chomsky---UniversalGrammar•Thelogicalproblemreferstothefactthatchildrencometoknowmoreabouttheirlanguagethanwhattheycouldreasonablybeexpectedtolearnfromtheirlivingenvironment.nurturenatureMentalistviewsofL1acquisition•1.Languageisahuman-specificfaculty.•2.Languageexistsasanindependentfacultyinhumanmind---LAD,whichisgeneticallyendowedandprovidesthechildwithUG.•3.Inputisneeded,butonlyto“trigger”theoperationofLAD.•4.Theprocessofacquisitionconsistsofhypothesis-testing.3.2.1Definitionofinterlanguage•InterlanguageisatermcoinedbySelinker(1972)torefertothesystematicknowledgeofasecondlanguagewhichisindependentofboththelearner’sfirstlanguageandthetargetlanguage.interlanguageTargetlanguage(L2)InterlanguageNativelanguage(L1)3.2.2fossilization•Selinker(1972)suggeststhatthemostimportantdistinguishingfactorrelatedtoL2acquisitionisthephenomenonoffossilization（僵化）.•Fossilization---AstablestateinSLAwhereL2learnersceasetheirILdevelopmentinsomerespectsbeforetheyreachtargetlanguagenorms,inspiteofcontinuingL2inputandpassageoftime.AccordingtoSelinker(1972),“amere5%”canovercomeILfossilizationandreachtargetlanguagecompetence;themajorityofL2learnerscannot,‘nomatterwhattheageoramountofexplanationorinstruction’?3.2.3CharacteristicsofILPermeableRulesthatconstitutethelearner’sknowledgeatanyonestagearenotfixed,butareopentoamendment.DynamicTheL2learner’sinterlanguageisconstantlychanging.SystematicILisrule-governed.Twowaysofresearchstudy•Cross-sectionalstudy（横向研究）isaresearchmethodthatinvolvesobservationofallofapopulation,orarepresentativesubset,atadefinedtime.•Longitudinalstudy（纵向研究）isacorrelationalresearchstudythatinvolvesrepeatedobservationsofthesamevariablesoverlongperiodsoftime.Cross-sectionalstudylongitudinalstudy。。。。。。。。。。。。。。。。。。Mamabooka)possession:ThisisMama’sbook.b)request:Mamagavemethebook.c)statement:Mamaisreadingthebook.Stagesinchildlanguageacquisition•Asilentperiod•Oneword(holophrastic)stage(1-1.5years)（e.g.daddy,candy,door)•Twowordstage(1.5-2years)(e.g.babychair,Mommysock)•TelegraphicStage(2-2.5years)(e.g.chairbroken,whatherbook,Igoodboy)•Fine-tuning(inversion,wh-questions)•TheearlystagesofL2acquisitioninnaturalisticsettinginvolve:asilentperiodTheuseofformulaicspeechstructuralandsemanticsimplificationexpressionswhicharelearntasunanalysablewholesIsthereanaturalorderinthegrammaticaldevelopmentofL2learners?1.Morphemeorderstudies•RogerBrown(1973)providedthefirstbaselineinformationonanL1acquisitionsequencebytrackingtheorderinwhichthreechildrenmasteredtheproductionofasetofgrammaticalmorphemesinEnglish.•BasedonstudiesofchildrenlearningEnglishwhowerenativespeakersofSpanishandChinese,DulayandBurt(1974)claimedthatthissequenceconstitutedanaturalorderforEnglishL2aswellasEnglishL1.Brown(1973)andDulayandBurt(1974)findingsisgivenbelowEnglishL1andL2MorphemeAcquisitionOrderEnglishL1MorphemeExampleEnglishL11Progressive-ingHeistalking.32Plural-sTherearetwocats.43PastirregularWeate.74Possessive-sThechild’stoy.85Articlesa/theThecat/Aday.16Pastregular-edTheytalked.67Thirdperson-sHesings.98CopulabeHe’stall.29AuxiliarybeShe’ssinging.5Conclusion:•1)Althoughnotidentical,theorderofmorphemeacquisitionreportedwassimilarinL1andL2.•2)TheorderwasvirtuallythesameinEnglishL2whetherchildrenwereL1speakersofSpanishorChinese(notsubjecttoL1).•3)SLAisseenasarecreationcontinuumratherthanrestructuringcontinuum.•Thelongitudinalstudieswhichfocusontheacquisitionofparticulargrammaticalsub-systems-negation,interrogation,andrelativeclausesprovidethestrongestevidenceforanaturalroutefordevelopment.2)Negation(p.59)•Step1Externalnegatione.g.Noverygood.Noyouplayinghere.•Step2Thenegativeparticleismovedinsidetheutterance.e.g.Mariananotcomingtoday.Inocanswim.Idon’tseenothingmop.•Step3negativeattachmenttomodalverbs.e.g.Ican’tplaythisone.Iwon’tgo.•Step4Thetargetlanguageruleisreached.e.g.Hedoesn’tknowanything.Ididn’tsaidit.Shedidn’tbelieveme.3)Interrogation(p.60)•Step1intonationquestionse.g.Sirplaysfootballtoday?Iwritingonthisbook?What’sthis?•Step2Wh-questionappear,nosubject-verbinversion.e.g.Whatyouaredoing?What‘tub’mean?Whereyouwork?•St