SLA-Muriel-Saville-Troike1

IntroducingSecondLanguageAcquisitionContents:1.IntroducingSecondLanguageAcquisition2.FoundationsofSecondLanguageAcquisition3.TheLinguisticsofSecondLanguageAcquisition（Saville-Troike,Muriel.IntroducingSecondLanguageAcquisition.Beijing:ForeignlanguageTeachingandResearchPressandCambridgeUniversityPress,2008.)IntroducingSecondLanguageAcquisitionKeytermsSLAASecondlanguage(L2)AForeignlanguageTargetlanguageFirst/nativelanguage/mothertongue(L1)InformalL2learning&FormalL2learningSimultaneousmultilingualismSequentialmultilingualismSecondlanguageAcquisition(SLA)refersbothtothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheProcessoflearningthatlanguage.SLAASecondlanguage(L2):AForeignlanguage:•Oneisnotwidelyusedinthelearner’simmediatesocialcontextwhichmightbeusedforfuturetravelorothercrossculturalcommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool,butwithnoimmediateornecessarypracticalapplication.•Anofficialorsocietallydominantlanguage(notspeaker’sL1)neededforeducation,employment,andotherbasicpurposes.First/nativelanguage/mothertongue(L1)Theseareusuallytreatedasaroughlysynonymoussetofterms(generalizedasL1toopposethesetgeneralizedasL2)TheimportantfeaturesthatallshadesofL1ssharearethattheyareassumedtobelanguageswhichareacquiredduringearlychildhood-normallybeginningbeforetheageofaboutthreeyears-theyarelearnedaspartofgrowingupamongpeoplewhospeakthem.•Targetlanguagereferstoanylanguagethatistheaimorgoaloflearning.TargetlanguageSLAinvolvesinformalL2learningandformalL2learning.Ittakesplaceinnaturalisticcontext.Itreferstotheimmersioninasettingwhereoneneedsanewlanguagetomeetbasicneeds.IttakesplaceinClassroom.Instructioninschool,andtheselearningconditionsareoftenprofoundlyinfluencedbypowerfulsocial,cultural,andeconomicfactorsaffectingthestatusofboththelanguagesandlearners.FormalL2LearningInformalL2LearningSequentialmultilingualismlearningadditionallanguagesafterL1hasalreadyestablished.(SLAfocusesonSequentialmultilingualism)SimultaneousmultilingualismAcquisitionofmorethanonelanguageduringearlychildhoodiscalledsimultaneousmultilingualism.(ItisnotwithintheusualscopeofstudyinSLA)KeytermsMulti-/bi-Mono-lingualismMultilingualcompetenceVS.MonolingualcompetenceLearnlanguage/interlanguage/ILPositivetransferVS.NegativetransferPoverty-of-the-stimulusFoundationsofSecondLanguageAcquisitionⅠ.TheworldofsecondlanguagesMulti-;bi-;mono-lingualismMultilingualism:theabilitytouse2ormorelanguages.(bilingualism:2languages;multilingualism:2)Monolingualism:theabilitytouseonlyonelanguage.Multilingualcompetence(VivianCook,Multicompetence)Refersto:thecompoundstateofamindwith2ormoregrammars.Monolingualcompetence(VivianCook,Monocompetence)Refersto:knowledgeofonlyonelanguage.ⅡThenatureoflanguagelearning1.L1acquisition:1).L1acquisitionwascompletedbeforeyoucametoschoolandthedevelopmentnormallytakesplacewithoutanyconsciouseffort.2)Onaveragechildrenhavemasteredmostofthedistinctivesoundsoftheirfirstlanguagebeforetheyarethreeyearsold,andanawarenessofbasicdiscoursepatternssuchasconversationalturn-takingappearatanevenearlierage.3)ChildrencontrolmostofthebasicL1grammaticalpatternsbeforetheyarefiveorsix,althoughcomplexgrammaticalpatternscontinuetodevelopthroughtheschoolyears.2.Theroleofnaturalability1)Refersto:Humansarebornwithaninnatecapacitytolearnlanguage.2)Reasons:ChildrenbegantolearnL1atthesameageandinmuchthesameway.ChildrenmasterthebasicphonologicalandgrammaticaloperationsinL1at5/6.Childrencanunderstandandcreatenovelutterances;andarenotlimitedtorepeatingwhattheyhaveheard;theutterancestheyproduceareoftensystematicallydifferentfromthoseoftheadultsaroundthem.Thereisacut-offageforL1acquisition,beyondwhichitcanneverbecomplete.AcquisitionofL1isnotsimplyafacetofgeneralintelligence.Poverty-of-the-stimulusargumentIthasbeennotedthatchildrenareuniversallyabletoacquirewhateverlanguagetowhichtheyareexposedinspiteofthefactthatthelanguageinputchildrenheararoundthemisfullofdegeneratedatasuchasfalsestarts,incompletesentences.3.Theroleofsocialexperience1)Anecessaryconditionforacquisition:appropriatesocialexperience(includingL1inputandinteraction)isanecessaryconditionforacquisition.2)IntentionalL1teachingtochildrenisnotnecessaryandmayhavelittleeffect.3)SourcesofL1inputandinteractionvaryforculturalandsocialfactors.4)AslongaschildrenareexperiencingadequateL1inputandinteractionfrompeoplearoundthem,therateandsequenceofphonologicalandgrammaticaldevelopmentdoesnotappeartovarysystematicallyaccordingtitssource,althoughchildren’spronunciationisnaturallyinfluencedbytheregionalandsocialvarietiesorstylesoftheL1whichtheyhear.Thereisconsiderablevarianceinvocabularyknowledgedependingonsocialcontext,becausevocabularyistypicallylearnedinconjunctionwithsocialexperiences.Ⅲ.L1vs.L2learningL1andL2development:Ⅳ.Thelogicalproblemoflanguagelearning1.NoamChomsky:1)innatelinguisticknowledgemustunderlielanguageacquisition2)UniversalGrammar2.ThetheoryofUniversalGrammar:Reasons:1)Children’sknowledgeoflanguagewhatcouldbelea