二语习得理论优秀PPT.ppt

,按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,2,*,/38,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,*,*,按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,/50,2,1,/38,Theoretical Approaches toSecond Language Learning,Differences in Learning L1&L2,Behaviorism,Innatism,Information Processing,Connectionism,The Interactionist Position,2,2,/38,Differences in Learning L1&L2,A child or adult learning a second language is different from a child acquiring a first language in terms of both,1)learner characteristics,and,2)learning conditions,2,3,/38,Differences in Learning L1&L2,Learner Characteristics,1.Knowledge of another language,2.Cognitive maturity,3.Metalinguistic awareness,4.Knowledge of the world,5.Nervousness about speaking,L1,L2,child,child,adolescent,(formal),adult,-,?,+,+,-,?,+,+,-,?,+,+,-,?,+,+,-,-,+,+,2,4,/38,Differences in Learning L1&L2,Learning Conditions,6.Freedom to be silent,7.Ample time&contact,8.Corrective feedback:(form)grammar and pronunciation,9.Corrective feedback:(meaning)word choice,10.Modified input,L1,L2,child,child,adolescent,(formal),adult,+,+,-,-,+,+,-,?,-,-,+,-,+,+,+,+,+,+,+,+,2,5,/38,Differences in Learning L1&L2,Summary:,SLA(Second Language Acquisition)theories need to account for language acquisition by,learners,with,a variety of characteristics,and learning in,a variety of contexts,.,2,6,/38,Theoretical Approaches to Language Acquisition,Behaviorism,Innatism,Interactionism,Important Characteristics:,-Imitation,-Practice,-Reinforcement,-Habit-formation,Application to SLA:,-,CAH,(contrastive analysis hypothesis),Focus on the linguistic aspects of:,-Vocabulary,-grammatical morphemes,-pronunciation,Important Characteristics:,-,LAD,(language acquisition device),-,UG,(universal grammar),-,CPH,(critical period hypothesis),Application to SLA:,-Krashens,monitor model,1),acquisition learning,hypothesis,2),monitor,hypothesis,3)natural order hypothesis,4)input hypothesis(,i,+1,),5),affective filter,hypothesis,-Information processing,1)attention-processing(noticing),2)restructuring,-Connectionism,-multiple intelligence,Focus on the linguistic aspects of:,-grammar/sentence-making,-pronunciation,Important Characteristics:,-physical interaction with the environment,-social interaction with people,-modified interaction,-social cultural theory and,ZPD,(zone of proximal development),Application to SLA:,-modified interaction,-sociocultural theory and ZPD,Focus on the linguistic aspects of:,-language use,-social functions,2,7,/38,Behaviorism,Skinner,:,language behavior is the production of correct,responses,to,stimuli,through,reinforcement,.,Four characteristics of behaviorism:,1)imitation,2)practice,3)reinforcement,and,4)habit information,Lado(1964):,CA,A person learning an L2 starts off with the,habits formed in the L1,and these habits,interfere,with the new ones needed for the L2.,2,8,/38,American Structurism and Behaviorism,Dominant theories in linguistics and psychology within the USA throughout the 1940s and 1950s.,Its psychological base is behaviorism and linguistic base is structuralism.,The,goal of CA,:to discover the problems that foreign language students would encounter in the learning process.And to increase the efficiency in L2 teaching and testing.,2,9,/38,Negative Transfer,Lado proclaimed that most of the difficulties originated from the differences between L1 and L2.He believed that the more different the two languages are,the more difficult learning would be,and by knowing this,we could predict what errors would appear.,2,10,/38,a strong and a weak form of CA,Lado and his followers even provided the degree of differences between two languages.There existed,a strong and a weak form,of Contrastive Analysis(,Wardhaugh 1970).,The strong form claims that all L2 errors can be predicated by identifying the differences between the target language and the learners L1.The weak form of the hypothesis claims to be diagnostic.(To check where could be erroneous).,2,11,/38,Contrastive Analysis(CA),Contrastive Analysis was rooted in the practical need to teach a L2 in the most effective way possible.,Its psychological base is behaviorism and linguistic base is structuralism.,Robert Lado,:advocated the approach of,Contrastive Analysis,in his first Book,Linguistics Across Culture(1957),2,12,/38,Behaviorism,Behaviorism was often linked to the,Contrastive Analysis Hypothesis,(,CAH,):,It predicts that where there are,similarities,between the L1 and the target language,the learner will acquire target-language structures with,ease,;where there are,differences,the learner will have,difficulty,.,2,13,/38,More Definition of CA,CA:is an approach to the study of SLA which involve predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences.,It was heavily influenced by theories which is dominant in linguistics and psychology within the USA throughout the 1940s and 1950s.,2,14,/38,Behaviorism,Criticisms about the CAH,:,Though a learners L1 influences the acquisition of an L2,Not all errors predicted by the CAH are actually made.,Many of the errors which learners make are not predictable on the basis of the CAH.,Some errors are similar across learners from a variety of L1 backgrounds,.,2,15,/38,Behaviorism,Summary:,The L1 influence may,not,simply be a matter of the,transfer of habits,but a more subtle and complex process of,identifying points of similarity,weighing the evidence in support of some particular feature,and even,reflecting about whether a certain feature seems to belong in the structure of the L2,.,2,16,/38,Innatism,Competence vs.Performance,Universal Grammar(UG)in relation to second language development,Krashens“monitor model”,2,17,/38,Innatism:Competence vs.Performance,语言能力对语言运用,Competence,语言能力,:,It refers to the knowledge which underlies our ability to use language.,Performance,语言运用,:,It refers to the way a person actually uses language in listening,speaking,reading,and writing.,Performance is subject to variations,due to inattention or fatigue whereas,competence,(at least for the mature native speaker),is more stable,.,2,18,/38,Innatism:,Competence vs.Performance,SLA,(,second language acquisition,)researchers from the UG perspective are,more interested in the language competence,(i.e.,knowledge of complex syntax)of advanced learners rather than in the simple language of early stage learners.,Their investigations often involve comparing the,judgments of grammaticality,（合乎语法性）,made by L2 and L1 learners,rather than observations of actual language performance(i.e.,use of language).,2,19,/38,Innatism:,Universal Grammar,How UG works in L2 development:,Two different views-,1),The nature and availability of UG in L2 acquisition is,no different,from that which is hypothesized to guide L1 learners.,Adult L2 learners neither need nor benefit from error correction and,metalinguistic information,(,元语言信息,),.,These things,change,only the superficial appearance of language,performance,and do,not affect,the underlying,competence,of the new language.,2,20,/38,Innatism:,Universal Grammar,How UG works in L2 development:,Two different views-,2)UG may be present and available to L2 learners,but,its exact nature has been altered by the prior acquisition of the first language,.,L2 learners need to be given some,explicit information,about what is,not grammatical（不符合语法规则的）,in the,L2.Otherwise,they may assume that some structures of the L1 have equivalents in the L2 when,in fact,they do not.,2,21,/38,Innatism:,Krashens“monitor model”,The acquisition-learning hypothesis,The monitor hypothesis,The natural order hypothesis,The input hypothesis,The affective filter hypothesis,2,22,/38,Innatism:,Krashens“monitor model”,The acquisition-learning hypothesis(1),Acquisition,:we acquire L2 knowledge as we are exposed to samples of the L2 which we understand with,no conscious attention,to language form.It is a,subconscious,and,intuitive（凭直觉获知的）,process.,Learning,:we learn the L2 via a,conscious process of study and attention,to form and rule learning,.,2,23,/38,Innatism:,Krashens“monitor model”,The acquisition-learning hypothesis(2),Krashen,argues that,“acquisition”is a more important process,of constructing the system of a language,than“learning”,because fluency in L2 performance is due to what we have acquired,not what we have learned.,Learning cannot turn into acquisition,.Many learners may“,know,”rules but,fail to apply them,.Learners need to do as much,acquiring,as possible in order to achieve,communicative fluency,.,2,24,/38,Innatism:,Krashens“monitor model”,The monitor hypothesis(1),The,acquired system,acts to initiate the speakers utterances and is responsible for,fluency,and,intuitive judgments,about correctness,whereas the,learned system,acts only as a,monitor,making minor changes,and,polishing,what the acquired system has produced.,2,25,/38,Innatism:,Krashens“monitor model”,The monitor hypothesis(2),Learners use the monitor only,when they are focused more on being correct,than on what they have to say,when they have sufficient time,to search their memory for the relevant rules,and,when they actually know those rules,.,Since knowing the rules only helps the speaker supplement what has been acquired,the focus of language teaching should be on,creating conditions for acquisition,rather than learning.,2,26,/38,Innatism:,Krashens“monitor model”,The monitor hypothesis(3),Criticisms,:,It is very,difficult to show evidence of“monitor”use,.It is impossible to determine what has been produced by the acquired system and what is the result of monitor use.,Krashens claim that language which is produced quickly and apparently spontaneously must have been acquired rather than learned leaves us with a,somewhat circular definition,.,2,27,/38,Innatism:,Krashens“monitor model”,The natural order hypothesis(1),L2 learners acquire the features of the TL in predictable sequences.Contrary to intuition,the rules which are easiest to state,(and thus to learn)are not necessarily the first to be acquired.,e.g.the rule for adding an s to third person singular verbs in the present tense,2,28,/38,Innatism:,Krashens“monitor model”,The natural order hypothesis(2),The natural order is,independent of,the order in which rules have been learned in language classes,(based on Krashens studies of grammatical morphemes).,Subsequent research has confirmed that learners pass through sequences or stages in L2 development,.,2,29,/38,Innatism:,Krashens“monitor model”,The input hypothesis(1),The learner acquires language in only one way by exposure to,comprehensible input,.,If the input contains forms and structures,just beyond the learners current level of competence,in the language(“,i,+1,”),then both comprehension and acquisition will occur.,2,30,/38,Innatism:,Krashens“monitor model”,The input hypothesis(2),The comprehensible input,(“,i,+1,”)hypothesis appeals to,intuition,but has not been substantiated by empirical studies.,e.g.undirected pleasure reading as a source of comprehensible input.,2,31,/38,Innatism:,Krashens“monitor model”,The affective filter hypothesis(1),“Affect”refers to such things as motives,needs,attitudes,and emotional states.,The“affective filter”is an imaginary barrier,which,prevents learners from acquiring language from the available input,.,Depending on the learners state of mind or disposition,the filter limits what is noticed and what is acquired,.A learner who is stressed,upset,anxious,self-conscious,or unmotivated may“filter out”input,making it unavailable for acquisition.,2,32,/38,Innatism:,Krashens“monitor model”,The affective filter hypothesis(2),It appears to have immediate implications for,classroom practice.,Teachers should help students to lower the affective filter in language learning.,It also appeals,intuitively,to those who have tried unsuccessfully to learn a language in conditions where they felt stressed or uncomfortable.,However,it is,difficult,to be sure that affective factors,cause,the differences in language acquisition.,2,33,/38,Innatism:Krashens“monitor model”,/,“,hypothesis/theory”,Summary,Krashens“monitor model”(i.e.,acquisition vs.learning,monitor,natural order,comprehensible input,and affective filter)has been very influential in supporting,communicative language teaching(CLT),which focuses on using language for meaningful interaction and for accomplishing tasks,rather than on learning rules.,Most teachers and researchers see Krashens hypotheses intuitively appealing,but those hypotheses are hard to be tested by empirical evidence.,2,34,/38,Information processing,Cognitive psychologists working in this model see L2 acquisition as,the building up of knowledge systems,that enables the learner to use the language,automatically,.,They do,not,assume that there is a,difference,between,acquisition,and,learning,.,Two important models:,attention-processing,(,noticing,)model and,restructuring,Model,2,35,/38,Information processing,Attention-processing,(,noticing,),model,:,It is assumed that there is a,limit,to the amount of information a human can pay,attention,to and learn at one time.Gradually,through experience and practice,learners become able to use certain parts of the language,automatically,.,Automatic language performance may originate from,intentional,or,conscious,learning;i.e.,noticing,(McLaughlin&Schmidt).,Everything we come to know about the language was first“noticed”consciously before we learn it.,2,36,/38,Information processing,Restructuring Model,:,Sometimes things which we know and use automatically may not be explainable in terms of a gradual build-up of automaticity through practice.,They seem rather to be based on,the interaction of knowledge we already have,or,on the acquisition of new knowledge,(without extensive practice),which fits into an existing system,and causes it to be restructured.This can lead to a positive or negative outcome.,e.g.“I saw”,“I seed”or“I sawed”,overapplying the general rule.,2,37,/38,Connectionism,Connectionists argue that what is innate is simply,the ability to learn,not any specifically linguistic structure.,They attribute greater importance to the role of the,environment,in language learning,and see the,input,as the principal source of linguistic knowledge.,Eventually,a learner develops stronger mental,connections,between the elements s/he has learned,and thus one situational or linguistic element will,activate,the other(s)in the learners mind.,2,38,/38,Connectionism,Findings of connectionist Research,:,A learning mechanism can not only,learn,what it hears but can also,generalize,even to the point of,making overgeneralization（过分概括）errors,.,These studies have dealt almost exclusively with the acquisition of,vocabulary and grammatical morphemes（词素）,that is,aspects of the language which innatists will grant may be acquired largely through,memorization and simple generalization.,2,39,/38,The Interactionist Position,SLA takes place through,conversational interaction,(Hatch,Pica,and Long).,Long sees,modified interaction,as the necessary mechanism for