二语学习与教学chapter10ppt

10TheL2userandthenativespeaker小组成员：周城芮、戴杵彤、何心怡、郭东磊10.1TheL2userversusthenativespeakerinlanguageteachingHerecomessomeinterestingandcontroversialquestions:ShouldL2learnersaimtospeaklikenativespeakers?Isitgoodifstudentshavesuchaimoflanguagelearning?Keywords:nativespeaker:•apersonwhostillspeaksthelanguagetheylearntinchildhood,oftenseenasmonolingual.(Chapter1)•apersonwhohasspokenacertainlanguagesinceearlychildhood.(Chapter10)Note:Ipreferthisone,Ithinknomatteryouareamonolingualorabilingual,youarestillanativespeakerofyourfirstlanguage.L2user:anL2userusesthesecondlanguageforreal-lifepurposes.(Chapter1)apersonwhousesmorethanonelanguage,atwhateverlevel.(Chapter10)Note:Ipreferthisone,Ithinkwhenyouareusingthesecondlanguage,atthatmomentyouareaL2userindeed.AccordingtoCook,acentralissueinSLAresearchandlanguageteachingistheconceptofthenativespeaker.•Manydefinitionsexist,somearebasedonthefirstlanguage,somearebasedonthecomponentsthatmakeupnativespeakers,somearebasedonidentity.Shouldthenativespeakerbethetargetoflanguageteaching?Alanguagecomesinmanyvarieties,accordingtocountry,region,class,sex,professionandotherfactors.Ifteachingtakesthenativespeakerasthetargetitstillhastodecidewhichnativespeaker.Sointhesenseoffirstlanguageinlife,itisimpossibleforstudentstobecomenativespeakersofasecondlanguage.10.2CodeswitchingbysecondlanguageusersKeywords:codeswitching:goingfromonelanguagetotheotherinmid-speechwhenbothspeakersknowthesametwolanguages.•TakeEnglishlearnersofChineseforexample今晚大厅有个party,我们可以drinkforfree.OnemomentthereisaphraseorwordinChinese,thenextaphraseorwordinEnglish.Apopularvideocodeswitchingornot?Doyoulikethisstyleofspeaking?Keywords:bilingual/monolingualmodes:inbilingualmode,theL2userusestwolanguages;inmonolingualmode,asinglelanguage,whethertheirfirstorsecondCodeswitcingisfoundwhereverbilingualspeakerstalktoeachother.FrançoisGrosjean(1989):bilingualshavetwomodesforusinglanguage.Inmonolingualmodetheyspeakeitheronelanguageortheother.Inbilingualmodetheyusetwolanguagessimultaneously,bycodeswitchingfromonetotheotherduringthecourseofspeech.Cooksaid:bilingualcodeswitchingisneitherunusualnorabnormal,itisanordinaryfactoflifeinmanymultilingualsocieties.ReasonsforcodeswitchingToreportwhatsomeonehassaid(commonreason)(includingcitesentencesandusequotationsinotherlanguages)eg.江南老师刚刚说“Don'tworry,youwillgethighscoresofmycourse”.TohighlightparticularinformationThefeelingthatsometopicsaremoreappropriatetoonelanguagethananothereg.CookfoundMexicanAmericansprefertotalkaboutmoneyinEnglish.Tochangethespeaker'sroleandsoon...Accordingtoonesetofcalculations•About84percentofswitcheswithinthesentenceareisolatedwords•About10percentarephrases•About6percentareswitchesforwholeclausesThetheoryofcodeswitchingTwo-main-restrictionstheory(developedbyShonaPoplack,1980)•The'freemorphemeconstraint'（自由语素规限）→thespeakermaynotswitchlanguagebetweenawordanditsendingsunlessthewordispronouncedasifitwereinthelanguageoftheending.•The'equivalenceconstraint'（对等规限）→theswitchcancomeatapointinthesentencewhereitdoesnotviolatethegrammarofeitherlanguage.ThemostinfluentialapproachtocodeswitchingMatrixlanguageframe(MLF)model（原用语框架模式）•thematrixlanguageprovidestheframe(grammaticalstructuresandgrammaticalmorphemes)•theembeddedlanguageprovidesmaterialtofilouttheframe(contentmorphemes)eg:I'mgoingto学校.（matrixlanguage→English;embeddedlanguage→Chinese）Thelaterversionofthatmodeliscalled4Mmodel,whichdividesallmorphemesintofourtypes:contentmorhemesearlysystemmorphemeslatebridgesystemmorphemeslateoutsidersystemmorphemesembeddedlanguagematrixlanguageCodeswitchingandlanguageteachingCodeswitchingpropercanbeexploitedaspartofactualteachingmethodologycodeswitchingisnaturalintheclassroomiftheteacherandstudentssharethesamelanguageseg.Thefirstlanguageofthewholeclass(forexample,English)canbeusedinChineselessonwhenexplainingsomecomplicatedandimportantconceptsorgrammar;whenmakingordersorcontrols;whenhavingthefirstlesson.Thecodeswitchingishighlycontrolledinthenewconcurrentapproach(Jacobsonandfaltis,1990)Teachersshouldbalancetheuseofthetwolanguageswithinasinglelesson.10.3UsingthefirstlanguageintheclassroomKeywords:Compoundandcoordinatebilinguals:compoundbilingualsarethosewholinkthetwolanguagesintheirminds,coordinatebilingualsarethosewhokeepthemapart.Bilingualmethod:ateachingmethodthatusesthestudent’sfirstlanguagetoestablishthemeaningsofthesecondlanguage.background●Theteachingmethodspopularinthetwentiethcenturyalltriedtoavoidrelyingonthestudent’sfirstlanguageintheclassroom,andonlyexceptthegrammar-translation.fromthedirectmethodtotheaudio-lingualmethod,totask-basedlearning.●AccordingtoFranklin(1990),90percentofteachersthinkitisimportanttoteachinthetargetlanguage.Argumentsforavoidingthefirstlanguage●Whileavoidanceofthefirstlanguageistakenforgrantedbyalmostallteachers,andisimplicitinmostbooksforteachers,thereasonsarereallystated.Accordingtotheauthor,therearethreereasonspossibly:1.Theteacher’slanguagecanbetheprimemodelfortruecommunicativeuseofthesecondlanguage.2.Explaininggrammarprovidesgenu