Transcript 第二语言习得 - 【创思英语】— 大学英语

English Linguistics: An Introduction
Chapter 11 Language Acquisition
Chapter 11 Language Acquisition
0. Warm-up Questions
1. Important Distinctions
2. First Language Acquisition
3. Second Language Acquisition
0. Warm-up Questions
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Why can children acquire their mother tongue effectively
and effortlessly?
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Is there a critical period for learning the first or second
language?
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What are the differences between L1 acquisition and L2
learning?
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What are individual differences that may contribute to
different rates and attainments of SLA?
1. Important Distinctions
1.1 Acquisition vs. learning 习得与学习
The distinction was made by Stephen Krashen (1982) as
part of his Monitor Theory.
 Acquisition is the subconscious process of “pick up” a
language through exposure.
 Learning refers to the conscious process of studying a
language.
1. Important Distinctions
1.2 Second language vs. foreign language
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A second language (L2) is any language learned after
the first language or mother tongue (L1), e.g. English in
India.
A foreign language is any language learned for use in
an area where that language is not generally spoken,
e.g. English in China.
1. Important Distinctions
1.3 Language acquisition vs. SLA
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Language acquisition usually refers to first language
acquisition, which means the children’s acquisition of
their native/mother language.
SLA is the process by which people of a language can
learn a second language in addition to their native
language.
2. First Language Acquisition
2.1 Theories of FLA
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Behaviorism: Language learning is simply a matter of
imitation and habit formation.
Innatism: Human beings are biologically programmed
for language, like walking. (Language Acquisition
Device and Universal Grammar)
Interactionism: Language develops as a result of the
complex interplay between children and the
environment, and the modified language (motherese
/caretaker talk/child directed speech) is crucial.
2. First Language Acquisition
2.2 Stages of CLA (p118)
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One-word stage (birth -- about 18 months)
During the 1st year: Control the speech muscles,
sensitive to phonetic distinctions
Shortly before the first birthday: understand words
Around the first birthday: start to produce words
(objects, actions, routines)
Two-word stage (around 18 months -- )
Vocabulary increases, primitive syntax begins,
comprehend a sentence
2. First Language Acquisition
2.2 Stages of CLA (p118)
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Stage of three-word utterances
Strings with components in the correct order
Fluent grammatical conversation stage
Before 3: Fluent grammatical conversation, increasing
sentence length and complexity
Before 4: All parts of all languages are acquired
3. Second Language Acquisition
3.1 Language transfer 语言迁移
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Definition: the effect of one language on the learning
of another. (P270)
Manifestations:
Errors (negative transfer 负迁移), e.g.
... touch the society勉強する
There are more people come to study in the States.
Facilitation (positive transfer 正迁移), e.g.
Englishmen learning French, Chinese learning Japanese学
習する
3. Second Language Acquisition
3.1 Language transfer 语言迁移
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Avoidance (underproduction): avoiding using difficult
linguistic structures
Over-use (over-indulgence): preference to use simple
linguistic structures
There was a long line at the deli, so Chris decided to
leave.
The dogs barked and jumped to greet their master.
3. Second Language Acquisition
3.2 Contrastive Analysis (p270)
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Definition: (in SLA) a way of comparing two languages
to identify their similarities and differences for the
determination of potential errors and learning
difficulties.
Underlying assumptions:
Language learning involves habit formation.
L1 interferes L2 learning.
Errors can be accounted for by linguistic differences.
3. Second Language Acquisition
3.2 Contrastive Analysis (p270)
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An important part of L2 learning is learn the differences.
There is a need for careful analyses of differences and
similarities.
Teachers should focus on areas of negative transfer.
Problems:
CA fails to predict actual difficulties, and some
difficulties predicted do not always materialize.
CA cannot predict all errors, and some predicted errors
do not occur.
3. Second Language Acquisition
3.3 Error Analysis (p271)
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Definition: the study and analysis of the errors made
by L2 learners.
Errors vs. Mistakes: Errors usually arise from the
learner’s lack of competence. Mistakes often occur
when learners fail to perform their competence.
Classification:
Source:
interlingual errors 语际错误 (think→sink; meal→mill)
intralingual errors 语内错误 (comed, a book to be read)
3. Second Language Acquisition
3.3 Error Analysis (p271)
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Nature: omission (She sleeping.), addition (He is
works.), double markings (more louder), misformation
(eated), misordering (What you are doing?)
Procedure: recognition, description, explanation
Problems:
It is inadequate to rely on errors only.
It is difficult to determine what an error is.
It over-stresses production data and fails to account for
error avoidance.
3. Second Language Acquisition
3.4 Interlanguage 中介语 (p254)
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The type of language constructed by second or foreign
language learners who are still in the process of
learning is often referred to as interlanguage.
Interlanguage is often understood as a language system
between the target language and the learner’s native
language.
Interlanguage is a dynamic language system, which is
constantly moving from the departure level to the
native-like level.
3. Second Language Acquisition
3.5 Individual differences
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People learn an L2 at different rates and with different
attainments. Apart from the different amount of time
and effort, other causes may include:
Language aptitude: a natural ability for learning an L2
Motivation: instrumental, integrative, (resultative and
intrinsic)
Learning strategies: cognitive, metacognitive, affective
Age: when the L2 learning begins
Personality: extroverted, talkative, self-confident, etc.