language-transfer语言迁移(课堂PPT).ppt

,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,*,单击此处编辑母版标题样式,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,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Language Transfer,1,2,Outline,1.Key points,Definitions and types of LT,Reasons for LT,Historical development,Current thinking,New perspectives of research,2.State-of-the-art,3.Implications for language teaching,3,Introduction,It has always been assumed that,in a second language learning situation,learners rely extensively on their native language,.,Individuals tend to,transfe,r,the forms and meanings,of their native language,and culture,to the foreign language,and cultue-both productively and receptively.,-Lado,in his Linguistics Across Culture,4,Definitions,Transfer is the influence resulting from the,similarities and differences,between the target language and any other language that has been previously acquired(and perhaps imperfectly acquired).-Odlin(1989),The influence of a persons knowledge of one language on that persons,knowledge or use,of another language.,-Jarvis,Pavlenko(2008),5,Transfer may occur at all levels:,phonology,(,foreign accent,).,syntax,(word for word translation,e.g.,I like very much Edinburgh,could,be a transfer of French word order into English).,lexis,(e.g.,false cognates,if the learner incorrectly assumes that an L2,word has the same meaning as a similar L1 word;for instance,a Spanish,speaker may use,embarrassed,to mean,pregnant,embarazada,being,the Spanish word).,pragmatics,(e.g.inappropriate over-formality or under-formality).,morphology,seems to be less a,ff,ected than other areas.,6,Types of LT-ten dimensions,(,Jarvis,Pavlenko,),语言知识/使用的领域(Area of Language Knowledge/use),语音,书写,词汇,语义,形态,句法,语篇,语用,社会语言,有意性(Intentionality),有意,无意,模式(Mode),产出,接受,方向性(Directionality),顺向(foward),反向(reverse),侧向(lateral),双向或多向（bi-or multi-directional）,信息频道(Channel),听觉,视觉,认知层面(Cognitive Level),语言,概念,形式(Form),言语,非言语,知识类型(Type of knowledge),陈述性,程序性,结果(Outcome),正,负,7,P,ossible reasons,for LT,I,nterlanguage,(the learner,s,interim grammar of the L2)is not fixed and,rigid like the L1,but,permeable,.,(目标语水平),I,n all learning situations,previous knowledge is a,starting point,for,acquiring new knowledge;and in a language-learning situation,this,means previously-learnt languages.,（子集原则）,Markedness,（标记性原则）,Perceived language distance,.If two languages are perceived as close,transfer(both positive and,distance negative)is more likely to occur.For example,research in Finland,where,Finnish and Swedish are both o,ff,cial languages,suggests that L1,Swedish learners of English more readily transfer from their mother,language.（语言类型距离）,8,Historical development,Discussions of transfer often begin with the work of American linguists in the,1940s and 1950s,.,In the,1950s,language transfer was often deemed the,most important factor,to consider in theories of SLA.,Based on,behaviorist position,:,Second language was seen as the development of a new set of,habits,.The role of the,native language,then,took on great significance,because it was the,major cause for lack of success in learning the L2,.,From this framework emerged contrastive ananlysis.,(contrastive ananlysis),(error analysis),9,2.During the,1960s to the late 1970s,its importance,waned,as learners errrors were seen not as evidence of language transfer but rather of the creative construction process.Some researchers virtually denied the existence of language transfer in their enthusiam for,universalist explanations,.,Since the late1970s,research on the role of the native language has taken on a different view,advocating a nonbehaviorist position.View transfer as a,creative process.,10,During the mid-to late 1970s,the emphasis was on the determination of,how,and,when,learners use their language and on,explanations,for the phenomenon.,Most important is the broadening and reconceptualization of language transfer and the concomitant examination,of the terminology generally employed.,Kellerman and Sharwood Smith(1986)suggested the term,cross-linguistic influence,which is suffiently broad to include,transfer,in the traditional sense,but also,aviodance,l,anguage loss,(whether of the L1 or of another L2),and,rate of learning,.,11,3.In,recent years,however,a more,balanced perspective,has emerged in which the role of transfer is acknowledged and in which transfer is seen to interact with a host of other factors in ways not fully understood.,12,Current thinking,Avoidance,Differential learning rates,Different paths,Overproduction L1,L2,Predictability/selectivity,Second language processing,Interlanguage transfer,13,1.,It can result in,avoidance,where a structure does not exist in the L1.,For example,Chinese and Japanese do not have relative clauses,so,Chinese and Japanese learners of English use these less often than,learners whose languages do have relative clauses.,14,2.,It can lead to,di,ff,erent,ial learning,rates,:,either,delay,when learners whose L1 contains a,particular form spend,longer at that stage of,development than L1 learners or learners whose,L1 does not contain that form.,(,e.g.,Spanish,negation is,realized by,no,+verb.Children,learning English as L1 use,no+verb,form for,negation before they learn,auxiliary+not,form;,many,foreign learners appear to go through this,stage,but Spanish learners,tend to stay there longer,),.,or,acceleration,;for example,learners whose L1 has articles and,reflexive pronouns learn these forms,faster than learners in whose L1,they do not exist.,15,3.,It can lead to,di,ff,erent,paths,of acquisition,.,e.g.as Chinese does not,have articles,Chinese learners go through a stage of using,demonstrative pronouns.,4.,It can result in,overproduction,.,e.g.over-use of Latinate cognate words,by speakers of Romance languages.,16,5.,Predictability/selectivity,Under what conditions does transfer take place?,The notion undelying CAH-that similarities implied learning ease and that differences implied learning difficulty-proved to be invalid.,Kleinmann(1977)suggested the opposite with novelty effect.He suggested,some L1-L2 differences may prove to be relatively easy to learn due to their,saliency,in the L2 input.,In Kleinmanns view,the learner is seen as making decisions about which forms and functions of the NL are appropriate candidates for use in second language.,Place the learner in the center of the determination of transfer.,17,6.,Second language processing,eg.Jean saw the,daughter,of the,woman,who was leaving the shop.,This suggests an important role for L1 processing when confronted with the L2.,18,Interlanguage transfer,Definiton,：Interlanguage transfer is the inluence of one L2(using the beoad sense of this term)over another.,(eg.L2,L1;L3,L2;L2,L3;L2,L3,L1),Most importantly for current theories of language tansfer,based on solely two languages in the multilingual mind,what are the principles that block native language transfer in the domain of multiple language acquisition and that encourage(or discourage)fossilization?,19,Empirical studies:,Dewaele(1998)investigated lexical inventions in two versions of oral French interlanguage.The results showed that the group that had only,one second language,(French),drew heavily on the native language,(Dutch),whereas the group that had,two interlanguages,drew on t,he first foreign language,(English)in creating French lemmas.,20,Klein(1995)found that,multilinguals outperformed monolinguals,in lexical and syntactic learning and concluded that multilinguals develop qualities that help trigger UG parameters.The qualities were,metalinguistic awareness,and,enhanced lecical learning,as proposed by Thomas(1988).,Cenoz(2001)discussed a number of,facors that might influence cross-linguistic influence,in general(e.g.,age,context of use,proficiency).She found that,linguistic distance,is one factor.,Age,is another,with older learners showing more cross-linguistic influence than younger children.There are l,anguage-related factors,as well,with more transfer of content words than function words.,21,New perspectives of LT research,New theoretical explanations:,Lingustic relativism(语言相对论)-language vs thinking,Multicompetence(多语能力),Attrition of language(语言磨蚀理论),Bilingual mental lexicon(双语心理词库),.,New areas:,Directions of transfer,Transferbility,Conceptual transfer,.,22,State-of-the-art,-From Google Scholar,23,Recent researches:,Yukie Horiba(2013).Word Knowledge and Its Relation to Text Comprehension:A Comparative Study of Chinese-and Korean-Speaking L2 Learners and L1 Speakers of Japanese.,The Modern Language Journal 9,6,108-121.,Eun Sung Park(2013).Learner-Generated Noticing Behavior By Novice Learners:Tracing the Effects of Learners L1 on Their Emerging L2.,Applied Linguistics,74-98.,24,Focus on multilingualism,夏全胜（2010）.中国学生法语元音发音过程中迁移现象的实验研究.外语与外语教学，79-88.,Following the ideas of vowel patterns,Xia designed a experiment that Chinese students whose second language is English learn a third language-French.The aim of this study is to investigate the transfer of mother tongue and the second language during the process of learning a third language.,25,Jasone Cenoz(2013).The Influence of Bilingualism on Third Language Acquisition:Focus on Multilingualism.,Language Teaching,46,71-78.,Silvina Montrul(2013).Dominant Language Transfer in Spanish Heritage Speakers and second Language Learners in the Interpretation of Definite Articles.,The Modern Language Journal,96,70-94.,26,Interdisciplinary research,张雷，俞理明（2012）.迁移研究的心理认知视角,心理类型与心理典型的国内外研究综述.当代外语研究，22-26.,Zhang and Yu reviewed the researches of language transfer which based on psychotypology.,Kellerman:学习者对母语结构或意义有一种直觉，这种直觉决定其母语的可迁移性。Kellerman(1983,1986)将这种对母语词义的感知称为,“,心理语言标记性（psycholinguistic markedness),指出核心性与标记性密切相关，后来又采用心理典型这个概念来表示。,27,Implications for teaching,Schools that have multilingualism as one of their educational goals cannot view TLA learners as imitation monolinguals,but as processing unique forms of competence,or competencies,in their own right.,School curricula and teaching practices could benefit from relating the different languages so that TLA learners have the opportunity to develop metalinguistics awareness based on their knowledge and use of two or more languages.,-Jasone Genoz(2013),28,Negative transfer is quite possible in the pronunciation,grammar,and so forth of second language learners.,Comprehensible language should be the goal no matter what dialect is learned,and the comprehensibility of peeople can vary in different contexts.,Teachers must be concerned not only with forms and functions but also with the learning process.,Materials must be suitable for classroom teaching.,-Terence Odlin(2003),THANK YOU!,29,