Second Language Acquisition全书.docx

Second Language Acquisition全书.docx

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SecondLanguageAcquisition全书

Contents

Preface

SECTIONI

Survey

IIntroduction:

describingandexplaining

L2acquisition

Whatis'secondlanguageacquisition'?

WhatarethegoalsofSLA?

Twocasestudies

Methodologicalissues

Issuesinthedescriptionoflearnerlanguage

IssuesintheexplanationofL2acquisition

2Thenatureoflearnerlanguage

Errorsanderroranalysis

Developmentalpatterns

Variabilityinlearnerlanguage

Summary

3Interianguage

Behaviouristlearningtheory

Amentalisttheoryoflanguagelearnihg

Whatis'interlanguage'?

AcomputationalmodelofL2acquisition

4Socialaspectsofinterianguage

Interlanguageasastylisticcontinuum

TheacculturationmodelofL2acquisition

SocialidentityandinvestmentinL2learning

iDiscourseaspectsofinterlanguage

Acquiringdiscourserules43

TheroleofinputandinteractioninL2acquisition44

TheroleofoutputinL2acquisition49

Summary5~

Psycholinguisticaspectsofinterlanguage

L1transfer5t

TheroleofconsciousnessinL2acquisition54

Processingoperations57

Communicationstrategies60

Twotypesofcomputationalmodel6i

rUnguisticaspectsofinterlanguage

Typologicaluniversals:

relativeclauses63

UniversalGrammar65

Learnability-'66

Thecriticalperiodhypothesis67

AccesstoUG69

Markedness7o

Cognitiyeversuslinguisncexplanations7

IndividualdifferencesinL2acquisition

Languageaptitude73

Motivation75

Learningstrategies76

9InstructionandL2acquisition

Form-focusedinstrucuon79

Learner-instructionmatching86

Strategytraining8?

Summary87

0Conclusion:

multipleperspectivesinSLA89

SECTION2.

Readings9

SECTION3

Referencesxz3

SECTION_4.'

Glossary[37

Preface

Purpose

Whatjustificationmighttherebeforaseriesofintroductionsto

languagestudy?

Afterall,linguisticsisalreadywellservedwith

introductorytexts:

expositionsandexplanationswhicharecom-

prehensiveandauthoritativeandexcellentintheirway.

Generallyspeaking,however,theirwayistheessentiallyacade-

miconeofprovidingadetailedinitiationintothedisciplineoflin-

guistics,andtheytendtobelengthyandtechnical:

appropriately

so,giventheirpurpose.Buttheycanbequitedaunting'tothe

novice.Thereisals0aneedforamoregeneralandgradualintro-

ductiontolanguage:

transitionaltextswhichwilleasepeopleinto

anunderstandingofcomplexideasThisseriesofintroductionsis

designedtoservethisneed.

Theirpurpose,therefore,isnottosupplantbuttosupportthe

moreacademicallyOrientedintroductionstolinguistics:

to

preparetheconceptualground.TheyarebasedOnthebeliefthat

itisanadvantagetohaveabroadmapoftheterrainsketchedout

beforeoneconsidersitsmorespecificfeaturesonasmallerscale,a

generalcontextinreferencetowhichthedetailmakessense.Itis

sometimesthecasethatstudentsareintroducedtodetailwithout

itbeingmadeclearwhatitisadetailof.Clearly,ageneralunder-

standingofideasisnotsufficient:

thereneedstobecloser

scrutiny~Butequally,closescrutinycanbemyopicandmeaning-

lessUnlessitisrelatedtothelargerview.Indeed,itcanbesaidthat

theprec0nditionofmoreparticularenquiryisanawarenessof

what,ingeneral,theparticularsareaboutlThisseriesisdesigned

toprovidethislarge-scaleViewofdifferentareasoflanguage

study.Assuchitcanserveasapreliminaryto（andprecondition

for）themorespecificandspecializedenquirywhichstudentsof

linguisticsarerequiredtoundertake.

Buttheseriesisnotonlyintendedtobehelpfultosuchstu-

dents.Therearemanypeoplewhotakeaninterestinlanguage

withoutbeingacademicallyengagedinlinguisticsperse.Such

peoplemayrecognizetheimportanceofunderstandinglanguage

fortheirownlinesofenquiry,orfortheirownpracticalpurposes,

orquitesimplyformakingthemawareofsomethingwhich

figuressocentrallyintheireverydaylives.Iflinguisticshasreveal-

ingandrelevantthingstosayaboutlanguage,thenthisshould

presumablynotbeaprivilegedrevelation,butoneaccessibleto

peopleotherthanlinguists.Thesebookshavebeensodesignedas

toaccommodatethesebroaderintereststoo:

theyaremeanttobe

introductionstolanguagemoregenerallyaswellastolinguistics

asadiscipline.

Design

Thebooksintheseriesareallcuttothesamebasicpattern.There

arefourparts:

Survey,Readings,References,andGlossary.

Survey

Thisisasummaryoverviewofthemainfeaturesoftheareaof

languagestudyconcerned:

itsscopeandprinciplesofenquiry,its

basicconcernsandkeyconcepts.Theseareexpressedand

explainedinwayswhichareintendedtomakethemasaccessible

aspossibletopeoplewhohavenopriorknowledgeorexpertisein

thesubject.TheSurveyiswrittentobereadableandisuncluttered

bythecustomaryscholarlyreferences.Inthissense,itissimple.

Butitisnotsimplistic.Lackofspecialistexpertisedoesnotimply

aninabilitytounderstandorevaluateideas.Ignorancemeans

lackofknowledge,notlackofintelligence.TheSurvey,therefore,

ismeanttobechallenging.Itdrawsamapofthesubjectareain

suchawayastostimulatethought,andtoinviteacriticalparti-

cipationintheexplorationofideas.Thiskindofconceptual

cartographyhasitsdangersofcourse:

theselectionofwhatis

significant,andthemannerofitsrepresentationwillnotbetothe

likingofeverybody,particularlynot,perhaps,tosomeofthose

insidethediscipline.Butthesesurveysarewritteninthebelief

thattheremustbeanalternativetoatechnicalaccountontheone

handandanidiot'sguideontheotheriflinguisticsistobemade

relevanttopeopleinthewiderworld.

Readings

Somepeoplewillbecontenttoread,andperhapsre-read,the

summarySurvey.Otherswillwanttopursuethesubjectandso

willusetheSurveyasthepreliminaryformoredetailedstudy.The

Readingsprovidethenecessarytransition.Forherethereaderis

presentedwithtextsextractedfromthespecialistliterature.The

purposeofthesereadingsisquitedifferentfromtheSurvey.Itis

togetreaderstofocusonthespecificsofwhatissaidandhowitis

saidinthesesourcetexts.Questionsareprovidedtofurtherthis

purpose:

theyaredesignedtodirectattentiontopointsineach

text,howtheycompareacrosstexts,andhowtheydealwiththe

issuesdiscussedinthesurvey.Theideaistogivereadersaninitial

familiaritywiththemorespecialistidiomofthelinguisticsliter-

ature,wheretheissuesmightnotbesoreadilyaccessible,andto

encouragethemintoclosecriticalreading.

References

Onewayofmovingintomoredetailedstudyisthroughthe

Readings.AnotheristhroughtheannotatedReferencesinthe

thirdsectionofeachbook.Herethereisaselectionofworks

（booksandarticles）forfurtherreading.Accompanyingcom-

mentsindicatehowthesedealinmoredetailwiththeissuesdis-

cussedinthedifferentchaptersofthesurvey.

Glossary

CertaintermsintheSurveyappearinbold.Thesearetermsused

inaspecialortechnicalsenseinthediscipline.Theirmeaningsare

madeclearinthediscussion,buttheyarealsoexplainedinthe

Glossaryattheendofeachbook.TheGlossaryiscross-

referencedtotheSurvey,andthereforeservesatthesametimeas

anindex.Thisenablesreaderstolocatethetermandwhatit

signifiesinthemoregeneraldiscussion,thereby,ineffect,using

theSurveyasasummaryworkofreference.

Use

Theserieshasbeendesignedsoastobeflexibleinuse.Eachtitleis

separateandself-contained,withonlythebasicformatin

common.Thefoursectionsoftheformat,asdescribedhere,can

bedrawnuponandcombinedindifferentways,asrequiredby

theneeds,orinterests,ofdifferentreaders.Somemaybecontent

with~heSurveyandtheGlossaryandmaynotwanttofollowup

thesuggestedreferences.Somemaynotwishtoventureintothe

Readings.Again,theSurveymightbeconsideredasappropriate

preliminaryreadingforacourseinappliedlinguisticsorteacher

education,andtheReadingsmoreappropriateforseminardis-

cussionduringthecourse.Inshort,thenotionofanintroduction

willmeandifferentthingstodifferentpeople,butinallcasesthe

concernistoprovideaccesstospecialistknowledgeandstimu!

ate

anawarenessofitssignificance.Thisseriesasawholehasbeen

designedtoprovidethisaccessandpromotethisawarenessin

respecttodifferentareasoflanguagestudy.

H.G.WIDDOWSON

SECTIONI

Survey

1

Introduction:

describingand

explainingL2acquisition

Whatis'secondlanguageacquisition'?

Thesystematicstudyofhowpeopleacquireasecondlanguage

（oftenreferredtoasanL2）isafairlyrecentphenomenon,belong-

ingtothesecondhalfofthetwentiethcentury.Itsemergenceat

thistimeisperhapsnoaccident.Thishasbeenatimeofthe

'globalvillage'andthe'WorldWideWeb',whencommunication

betweenpeoplehasexpandedwaybeyondtheirlocalspeech

communities.Asneverbefore,peoplehavehadtolearnasecond

language,notjustasapleasingpastime,butoftenasameansof

obtaininganeducationorsecuringemployment.Atsuchatime,

thereisanobviousneedtodiscovermoreabouthowsecondlan-

guagesarelearned.

Atfirstsight,themeaningoftheterm'secondlanguageacquisi-

tion'seemstransparentbut,infact,itrequirescarefulexplana-

tion.Foronething,inthiscontext'second'canrefertoany

languagethatislearnedsubsequenttothemothertongue.Thus,it

canrefertothelearningofathirdorfourthlanguage.Also,'sec-

ond'isnotintendedtocontrastwith'foreign'.Whetheryouare

learningal