Language acquisition and language learning

LecturesSeriesonEnglishLearning英语学习讲座系列ByZhangBoxiangIntroductionPurposeofthecourse–ToprovidebasicideasandmethodsofEnglishlearning–TohelpstudentslearnEnglishwellPlanningofthecourse–ContentofteachingSomeimportanttopicsonEnglishlearning–Waysofteaching:MainlylecturesLecturetopics–1.Languageacquisitionandlanguagelearning–2.Englishpronunciation–3.EnglishVocabulary–4.Englishgrammar–9.Englishwriting–10.EnglishbodyLanguage–11.Publicspeaking–12.EnglishetiquetteAssignments–TermpaperWriteanEnglishlearningplanNofinalexamLecture1LanguageAcquisitionandLanguageLearningI.SomeDefinitions1.WhatisLanguage?–Asystemofsymbolsandrulesthatenableustocommunicate–Asymboliccodeusedincommunication–Thesystematic,meaningfularrangementofsymbolsWhatarethebasiclanguageelements?–Pronunciation–Vocabulary–GrammarWhatarethebasiclanguageskills?–Listening–Reading–Speaking–Writing2.Whatislanguageacquisition?–Languageacquisitionreferstotheprocessofnaturalassimilation(吸收,同化),involvingintuition(直觉)andsubconsciouslearning–Languageacquisitionistheproductofrealinteractionsbetweenpeoplewherethelearnerisanactiveparticipant.–Languageacquisitionissimilartothewaychildrenlearntheirnativetongue,aprocessthatproducesfunctionalskillinthespokenlanguagewithouttheoreticalknowledge.–Childrenacquiretheirfirstlanguagethroughasubconsciousprocessduringwhichtheyareunawareofgrammaticalrules.3.Whatislanguagelearning?–Languagelearninginvolvesreceivinginformationaboutthelanguage,transforming(改变,转化)itintoknowledgethroughintellectualeffortandstoringitthroughmemorization.–Inlanguagelearning,studentshaveconsciousknowledgeofthenewlanguageandcantalkaboutthatknowledge.–Theystudythefunctionoftheinterrogative(疑问的)andnegative(否定的)modes(模式),irregularverbs,modals,etc.Theylearntoconstructsentencesintheperfecttense,butonlylearnwithdifficultywhentouseit.–Researchhasshown,however,thatknowinggrammarrulesdoesnotnecessarilyresultingoodspeakingorwriting.–Astudentwhohasmemorizedtherulesofthelanguagemaybeabletosucceedonastandardized(标准化的)testofEnglishlanguagebutmaynotbeabletospeakorwritecorrectly.–Languageacquisitionismoreefficientthanlanguagelearningforattainingfunctionalskillinaforeignlanguage.II.StagesofL1AcquisitionUniversallistener–Babbling(牙牙学语)stage(6months):Babieswillexperimentwithsounds,usuallyhighpitched–Theywillreduplicatesoundslike:ba-ba-ba,da-da-da,googoo,andcoocoo.One-wordstage(1-1.5years)–Namepeople,objects,etc.–Mommy,Daddy,–doggie,kitty,ball,chair,–open,wash,tickle–more,gone,up,on,dirty–bye-byeTwo-wordstage(2years)–Babysleep.Daddyhome.–Mummyshoe.Allgone.–What’sthat?Nofall.–Sitchair?Wherekitty?–Twocat.Morewet.Telegraphicstage(2.5years)–Mummycalldoggie.–Notteddybear.–Henobiteyou.–Nosithere.–Wherehorsego?–Seemydoggie?–Whyyousmiling?–DidIcaughtit?–Henottakingit.III.StagesofL2learningPreproductionStage(SilentPeriod)–Aboutsixmonthsfromthebeginning–Learnershave500words–Theycanunderstandcomprehensible(能理解的)newwords.Earlyproductionstage–Studentslearnedabout1,000words.–Theycanunderstandnewmaterialbygivingshortanswerstosimpleyes/no,either/or,orwho/what/wherequestions.SpeechEmergence(出现)Stage–Studentslearnedabout3,000words–Canuseshortphrasesandsimplesentencestocommunicate.–Theybegintousedialogueandasksimplequestions.–Studentsmaywritelongersentences,butoftenmakegrammaticalmistakesthatcaninterferewiththeircommunication.Learnercannotcorrectmistakesevenwhenpointedout.–L:IgoNewYork–NS:YouwillgotoNewYork?When?–L:1972.–NS:Oh,youwenttoNewYorkin1972.–L:Yes,Igo1972IntermediateProficiency(熟练)Stage–Studentslearnedabout6,000words–Theybegintomakecomplexstatements,giveopinions,askforclarification,sharetheirthoughts,andspeakatgreaterlength.Learnerscancorrecterrorsifpointedout:–L:Manyfishareinthelake.Thesefishareservingintherestaurantsnearthelake.–NS:[laughing]Thefishareserving?–L:[laughing]Oh,no,thefishareservedintherestaurants!AdvancedProficiencyStage–Ittakes5to7yearstoreachadvancedproficiency.–Studentslearnedspecializedcontent-areavocabulary–Theycantakepartincommunicativeactivities.–TheycanspeakEnglishusinggrammarandvocabularylikethenativespeakers.Learnerscanself-correct.–Although…but…–Because…so…–He/Shedon’t(doesn’t)FactorsaffectingchancesoflearningL2:–Individualdifferences–Ageofacquisitioneffects–Environmentoflearning–StyleofinstructionIV.SimilaritiesandDifferences1.Similarities–Similargoal:toacquiretheskillofmeaningfulcommunication.–Similarincreativeprocess:imitation,largeexposureofthelanguage,internalization(内在化)–Similarlearningstrategies2.Differences–Manner:subconsciously/consciously–Focus:meaning/structure–Environment:natural/artificiale.g.AstudentofEnglishsawaforeignerfishingbyalake.ThinkingagoodchanceofpracticinghisEnglish,hewentuptohimandstartedaskingquestions:–Whatareyoudoinghere?–What’syourname?–Whereyoufrom?–Howlonghaveyoubeenhere?–Canyoufollowme?–Finallytheforeigneranswered:“CouldyoutellmewhereIwasagainstthelaw?”–Exposuretime:unlimited/limited–Degreeofefforts:easy/difficult–Firstlanguageinterferestheacquisitionofsecondlanguagee.g.酒店(wineshop);小说(novel);“这是区区薄礼，不成敬意”。