第二语言习得概论(分析：学习者).pptx

第二语言习得概论(分析：学习者).pptx

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第二语言习得概论AnOutlineofSecondLanguageAcquisitionResearch,Fivehypothesesaboutsecondlanguageacquisition,Theacquisition-learningdistinctionTheinputhypothesis3.ThemonitorhypothesisTheaffectiveFilterhypothesisThenaturalorderhypothesis,1）Acquisitionvs.LearningTheAmericanSLAscholarStephenKrashenmakesthedistinctionbetweenacquisitionandlearning.Krashenholdsthatlanguageacquisitionisasubconsciousprocesstoacquirealanguageinnaturalsettings,whilelanguagelearningisaconsciousprocesstoobtainalanguageinschoolsettings.,Childrenobtaintheirmothertonguenotthroughconsciouslearning,butthesecondlanguage,thoughitcanbeacquiredinappropriatelinguisticcontext,isusuallyobtainedinnon-naturalenvironmentthroughformalinstructionandconsciouslearning.,2.THEINPUTHYPOTHESISHowdowemovefromstagei,whereirepresentscurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?

Theinputhypothesismakesthefollowingclaim:

anecessary（butnotsufficient）conditiontomovefromstageitostagei+1isthattheacquirerunderstandinputthatcontainsi+1,whereunderstandmeansthattheacquirerisfocussedonthemeaningandnottheformofthemessage.,Weacquire,inotherwords,onlywhenweunderstandlanguagethatcontainsstructurethatisalittlebeyondwherewearenow.,Theanswertothisapparentparadoxisthatweusemorethanourlinguisticcompetencetohelpusunderstand.Wealsousecontext,ourknowledgeoftheworld,ourextra-linguisticinformationtohelpusunderstandlanguagedirectedatus.,1.ContextClue1:

definition,Sometimesawriterknowsthatawordisunfamiliarorstrangetomanyreaders.Tomakethewordeasiertounderstand,thewritermayincludeadefinitionofthewordinasentence.,Allotherbirthdaysarecalledsingil（bornday）.Thesixty-firstbirthdayiscalledhuangup（beginningofnewlife.）Theharborisprotectedbyajetty-awallbuiltoutintothewater.Janeisindecisive,thatis,shecantmakeuphermind.,ContextClue2:

RestatementMoreoften,youmayfindarestatement,whichtellsyoualmostasmuchasadefinition.Hehadawanlook.Hewassopaleandweakthatwethoughthewasill.Iamaresoluteman.OnceIsetupagoal,Iwontgiveitupeasily.,ContextClue3:

GeneralknowledgeMoreoftenthannot,themeaningofmanywordscanbereadilyguessedifyouuseyourownexperienceorgeneralknowledgeofthesubject.A.ThedoorwassolowthatIhitmyheadonthelintel.,ContextClue4:

Relatedinformation,Sometimesyoucanmakeanintelligentguessofthemeaningofsomenewwordsorexpressionsifyouputtogetherrelatedinformationfromthesurroundingtext.,A.Shewenttoschoolfor12yearsandshecantwriteasentence?

”Timkensaid.“Theymadeanilliterateoutofmydaughter!

”,ContextClue5:

ExamplesExamplescanalsogiveyousomecluesorhintstothemeaningsofunfamiliarwords.Selectanyoftheseperiodicals:

Timemagazine,Newsweek,Readersdigest,etc.Sheisstudyingglaucomaandotherdiseasesoftheeye.,ContextClue6:

ComparisonWhenwecomparethings,weseehowtheyarelikeeachother.Socomparisonsinwritingcangiveyoucluestothemeaningsofunfamiliarwords.,A.Thesnowwasfalling.Bigflakesdriftedwiththewindlikefeathers.,B.Thehot-airballoontookoff.Itwasasbuoyantintheairasacork（软木塞）inwater.,ContextClue7:

ContrastTheuseacontrastcangiveyouahinttothemeaningofanunfamiliarword.A.JanewastalkingwithotherswhileJohnremainedreticentallthetime.,B.Mostofusagreed;however,Billdissented.,C.Peterwasnotfrugalsincehespentmoneysofreely.,Theinputhypothesissaystheopposite.Itsaysweacquirebygoingformeaningfirst,andasa,result,weacquirestructure!

Wemaythusstateparts

（1）and

（2）oftheinputhypothesisasfollows:

（1）Theinputhypothesisrelatestoacquisition,notlearning.,

（2）Weacquirebyunderstandinglanguagethatcontainsstructureabitbeyondourcurrentlevelofcompetence（i+1）.Thisisdonewiththehelpofcontextorextra-linguisticinformation.,ConsciouslearningisavailableonlyasaMonitor,whichcanaltertheoutputoftheacquiredsystembeforeoraftertheutteranceisactuallyspokenorwritten.Itistheacquiredsystemwhichinitiatesnormal,fluentspeechutterances.,3.Themonitorhypothesis,Acquiredcompetence,Learnedcompetence（themonitor）,Output,Monitorcanaltertheoutputoftheacquiredsystembeforeoraftertheutteranceisactuallyspokenorwritten.Itistheacquiredsystemwhichinitiatesnormal,fluentspeechutterances.,TheMonitorhypothesisimpliesthatformalrules,orconsciouslearning,playonlyalimitedroleinsecondlanguageperformance.Secondlanguageperformerscanuseconsciousrulesonlywhenthreeconditionsaremet.,（i）Time.Inordertothinkaboutanduseconsciousruleseffectively,asecondlanguageperformerneedstohavesufficienttime.Formostpeople,normalconversationdoesnotallowenoughtimetothinkaboutanduserules.,（ii）Focusonform.TousetheMonitoreffectively,timeisnotenough.Theperformermustalsobefocussedonform,orthinkingaboutcorrectness.Evenwhenwehavetime,wemaybesoinvolvedinwhatwearesayingthatwedonotattendtohowwearesayingit.,（iii）Knowtherule.Thismaybeaveryformidable难以克服的requirement.Linguisticshastaughtusthatthestructureoflanguageisextremelycomplex,andtheyclaimtohavedescribedonlyafragmentofthebestknownlanguages.,AlltherulesofEnglishSubsetofEnglishdescribedbyformallinguistsAppliedlinguistsknowledgeBestteacherskRnouwlelsedtagueghtRulesactuallylearnedbystudentsRulesusedinperformance,（i）MonitorOver-users.ThesearepeoplewhoattempttoMonitorallthetime,performerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlanguage.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleofutterances,andaresoconcernedwithcorrectnessthattheycannotspeakwithanyrealfluency.,（ii）Monitorunder-users.Theseareperformerswhohavenotlearned,oriftheyhavelearned,prefernottousetheirconsciousknowledge,evenwhenconditionsallowit.,Under-usersaretypicallyuninfluencedbyerrorcorrection,canself-correctonlybyusingafeelforcorrectness（e.g.itsoundsright）,andrelycompletelyontheacquiredsystem.,（iii）TheoptimalMonitoruser.Ourpedagogicalgoalistoproduceoptimalusers,performerswhousetheMonitorwhenitisappropriate,andwhenitdoesnotinterferewithcommunication.,5THEAFFECTIVEFILTERHYPOTHESIS,TheAffectiveFilterhypothesisstateshowaffectivefactorsrelatetothesecondlanguageacquisitionprocess.,

（1）Motivation.Performerswithhighmotivationgenerallydobetterinsecondlanguageacquisition（usually,butnotalways）.,

（2）Self-confidence.Performerswithself-confidenceandagoodself-image,tendtodobetterinsecondlanguageacquisition.,（3）Anxiety.Lowanxietyappearstobeconducivetosecondlanguageacquisition,whethermeasuredaspersonalorclassroomanxiety.,Input,LanguageAcquisitionDevice,Acquiredcompetence,Filter,The“affectivefilter”actstopreventinputfrombeingusedforlanguageacquisition.Acquirerswithoptimalattitudesarehypothesizedtohavelowaffectivefilters.Classroomsthatencouragelowfiltersarethosethatpromotelowanxietyamongstudents,thatkeepstudents“offthedefensive.”,5.TheNaturalOrderhypothesisAcquirersofagivenlanguagetendtoacquirecertaingrammaticalstructuresearly,andotherslater.Inotherwords,theacquisitionofgrammaticalstructuresproceedsinapredictableorder.,-Ing（progressive）PluralCopular（“tobe”）Auxiliary（progressive,asin“heisgoing”）Article（a,the）IrregularPastRegularPastIIISingular-sPossessive-s,OtherTheoriesaboutLanguageLearning,Thecriticalperiodforlanguageacquisition,Thecriticalperiodhypothesis,advancedbyneurobiologistEricLenneberg,referstoaperiodinoneslifeextendingfromaboutagetwotopuberty青春期,duringwhichthehumanbrainismostreadytoacquireaparticularlanguagewithoutformalclassroominstruction.,Thecriticalperiodforfirstlanguageacquisitioncoincideswiththeperiodofbrainlateralization偏侧性.,Brainlateralizationisthelocalizationofcognitiveandperceptualfunctionsinaparticularhemisphereofthebrain.Lateralizationprocessisgradualandmaturational.Itseemstobehuman-specific.,Lefthemisphere,Righthemisphere,languageandspeech,perceptionofnonlinguisticsounds,analyticreasoning,holisticreasoning,temporalordering,visualandspatialskills,Lefthemisphere,Righthemisphere,readingandwriting,recognitionofpatterns,calculation,recognitionofmusicalmelodies,associativethought,Caretakerspeechisamodifiedspeechusuallyforcommunicationwithchildren.Childrenwithlittleornoexposuretocaretakerspeechdonotnecessarilyacquiretheirmothertonguesmoreslowlythanchildrenwithmuchexposuretocaretakerspeech.,ContrastiveAnalysisisusuallytheanalysisofsimilaritiesanddifferencesbetweenthemothertongueandthetargetlanguagetopredictthemaincausesofthedifficultiesinthetargetlanguagelearningsothatmeasurescanbetakentoovercomethesedifficulties.,4.4Inter-languageandfossilization,Interlanguageisavarietyformedinthetransitionoflearnerslinguisticformsfromtheirmothertonguetothetargetlanguage.Itisdifferentfromthemothertongueandthetargetlanguageaswell.Itistheresultofthelearnersuseoftheircreatively-constructedlinguisticrulestocommunicateintheprocessofsecondlanguagelearning.Therefore,itissystematic.,Fossilizationoccurswhenlearnerslinguisticformsstopapproximatingthetargetsystemandlearners,therefore,failtoachievenative-likecompetenceinthetargetlanguage.,LearnerFactors,TheoptimumageforsecondlanguageacquisitionAlthoughthereisacriticalperiodinlanguagelea