chapter11.language-acquisition培训讲学.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,第三级,第四级,第五级,*,Chapter 11Language Acquisition,语言习得,Main contents,1.First language acquisition,2.Second language acquisition,3.Individual differences in L2 acquisition,4.Instruction and L2 acquisition,Language Acquisition,First language,acquisition,Second language,acquisition,1.First language acquisition,Language was a creative act of the individual and that humans had,an innate capacity,for language,which by no means endowed by culture.,-Von humbolt,The individuals potential for language is universal.,-Chomsky,Terms,L1 acquisition(first language acquisition),to describe the process whereby children become speakers of their native language or languages,although some linguists prefer to use the term,language learning,.,Acquisition vs.Learning,Acquisition习得,:refers to the gradual development of ability in a language by,using it naturally in communicative situations,.,Learning学习,:applied to,a conscious process,of accumulating knowledge of the vocabulary and grammar of a language,particularly through formal instruction.,First Language Acquisition,Why do we call it language,acquisition,?,Learning,Intentional process,Presupposes teaching,Teacher controls pace,Acquisition,Unconscious process,Does not presuppose teaching,Child controls pace,1.1 Two approaches to Language Acquisition,A.Behaviorist approach 行为主义方法,B.Innateness approach 天赋取向法,First Language Acquisition,Behaviorism,(行为主义),We learn language through a process of,stimulus,(hearing,input)and,response,.Correct responses are rewarded,as is our correct language use,which increases over time.,Key phrase,:,Habit Formation,Pavlov(巴甫洛夫),Conditioned reflex(条件反射),First Language Acquisition,Behaviorism,(行为主义),B.F.Skinner(B.F.斯金纳),“stimulus-response-imitation-reinforcement”approach,Say What I Say,Childrens imitations are not random:,Their imitation is,selective,and based on what they are,currently learning,.They choose to imitate something they have already begun to,understand,rather than simply imitating what is available in the environment.,Childrens,practice,of new language forms,The way they practice new forms is very similar to the way foreign language students do,substitution drills,(替换练习),.,Their practice of language forms is also selective and reflects what they would like to learn.They are often in charge of the conversation with adults.,However,children do,use language creatively,not just repeat what they have heard.,Patterns in language,Mother:,Maybe we need to take you to the doctor,.,Randall(36 months):,Why?So he can,doc,my little bump,?,”,Son:I,putted,the plates on the table!,Mother:You mean,I put the plates on the table.,Son:No,I,putted,them on all by myself.,Imitation and practice alone,cannot,explain some of the forms,created,by children.,Children appear to pick out patterns and then,generalize,or,overgeneralize,them to new contexts.They,create,new forms or new uses of words.,First Language Acquisition,B.The innateness(天赋)approach,We are born with a,Language Acquisition Device,(LAD)and access to,Universal Grammar,(UG).,Universal Grammar(普遍语法),Linguist Noam Chomsky,We are not born knowing Chinese,or English,or Thai.Rather,we are born with innate knowledge of certain universal structures.,First Language Acquisition,“UG consists of a set of innate(天生的),abstract,linguistic,principles,which govern what is possible in human language”(Larsen-Freeman&Long,p.230).,Children are born with a specific innate ability to discover for themselves the underlying rules of a language system on the basis of the samples of a natural language they are exposed to.,Key Phrase,:Rule Formation,Innatism(天赋论),:It,s all in your mind,The biological basis for the innatist position:,The,Critical Period Hypothesis,(,CPH,)（关键期假说）,Lenneberg:There is a specific and limited time period(i.e.,“,critical period,”)for the LAD to work successfully.,The best evidence for the CPH is that virtually,every child learns language on a similar schedule in spite of different environments,.,Pre-language,stages,前语言阶段,（310 months）,The,one-word,or,holophrastic,stage,独词或整体语阶段,(1218months),The,two-word,stage,双语阶段,（1820months）,Multiple-word,stage,多词句阶段,(23yrs),1.2 Stages of First Language Acquisition,Prelinguistic Sounds 前语言声音,0-1 mo.Sleep,eat,cry,1 mo.Intonational(语调)patterns,2-5 mos.Cooing(咕咕)stage,5-12 mos.Babbling(婴儿发出的咿呀之声)stage,Pre-language,stages,Cooing,:3months old,the first recognizalble sounds,with velar consonants such as k g,as well as high vowels such as i u,Babbling,:6months old,fricatives,nasals,syllable type sounds,9months old,recognizable intonation patterns,combination,10-11months old,use vocalizations to express emotions and,emphasis,One-word Stage(holophrastic)(单词句的),1 yr.emergence of first word,1 yr.,6 mos.Holophrastic stage,intonation layers on meaning,fis phenomenon,The,one-word,or,holophrastic,stage,Characterized by speech in which single terms are uttered for everyday objects.,Already extending their use,Most verbs and nouns,infrequent function words,Tend to informative words,extending their use,Mama,Mama is coming!,I saw Mamas socks,!,Milk,I want milk,.Stages of First Language Acquisition,Two-word Stage,2 yrs.Two words,three possible interpretations,Subject-verb Mary go.,Verb-modifier Push truck.,Possessor-possessed Mommy sock,Content words,no function words,The,two-word,stage,Begin Around 18 to 20 months,As childs vocabulary moves beyond 50 distinct words,Combinations:,Mama book,.,Toy mine.,Baby chair.,Sock pretty,Mama book,A)possession:,This is Mamas book,.,b)request:,Mama gave me the book.,(c)statement：,Mama is reading the book,.,Telegraphic Stage,2 yrs.,6 mos.telegraphic stage,2-5 words with little extra morphology(构词法),Morphological overgeneralization,Easier,more productive morphemes(词素)first,Telegraphic speech,Cathy build house.,Cat stand up table.,Daddy like this book.,Chair all broken.,I good boy today.,What that?,What her name?,No sit there.,Mummy no play.,Me put it back.,Baby no eat apple,Telegraphic Stage,continue.,2-5 yrs.More elaborate syntax,Learning 20-30 words per day,Semantic(语义上的)overgeneralization/,undergeneralization,Fine-tuning 微调,5-10 yrs.,Refining grammar,building vocabulary,How children learn vocabulary:,Assign word to a broad semantic category,Work out distinctions among words in that category,Multiple-word,stage,Between 2-3 years old,Producing a large number of utterances,Telegraphic speech,:,strings of lexical morphemes in phrases,Develop some,sentence-building,capacity,Can order some forms correctly,A number of,grammatical inflections,begin to appear,2.Second Language Acquisition,Second language acquisition:,the way in which people learn a language other than their mother tongue,inside or outside of a classroom.,Three methods in investigating L2 acquisiton,Contrastive Analysis,对比分析,Error Analysis,偏误分析,Interlanguage,中介语,SLA&FLA,SLA(second language acquisition):,the language plays an institutional and social role in the community,i.e.it functions as a recognized way of communication among members who speak some other language as their mother tongue.,FLA(foreign language acquisition):,takes place in situations where the language plays no major role in the community and is primarily learned in the classroom.,The contrasitive analysis,:,where two languages were similar,positive transfer would occur;where they were different,negative transfer,or interference,would result.,A.,The main difficulties in learning a new language are caused by interference from the first language.,B.,These difficulties can be predicted by contrastive analysis.,C.,Teaching materials can make use of contrasitive analysis to reduce the effects of mother tongue interference.,2.1 Contrastive analysis (CA),对比分析,Learning is a,cumulative,(,累计的,),process,.,The more knowledge and skills an individual acquires,the more likely it becomes that his,new learning,will be,shaped by,his,past experiences,and,activities,.,In this sense the study of transfer is coextensive,with the investigation of learning.,Postman 1971,Contrastive analysis,Contrastive analysis is based on the theoretical assumptions of,behaviorism.,L2 acquisition,being,disturbed by,the,habits,of your,native language,it is reasonable to focus on the differences between native and target language.,If you recognize the,differences,between your native language and the target language,you are able to overcome the linguistic habits of your native language that interfere with the habits of the target language.,Contrastive analysis,Learning is a process of habit formation.,Learning involves:1.imitation,2.practice,3.reinforcement,Contrastive analysis,Two types of transfer:,A,.,Positive transfer,(正迁移):,指对学习有利的语言习惯迁移,在母语与目的语有相同的形式,B.,Negative transfer,(负迁移),Contrastive analysis,Critique of contrastive analysis:,The process of L2 acquisition is not sufficiently,described by the characterization(特性描述)of errors.,Errors in L2 acquisition do not only arise from,interference.,The structural differences between two languages are not sufficient to predict the occurrence of,errors in L2 acquisition.,2.2 Error analysis(EA),偏误分析,It refers to the study and analysis of the errors made by second and foreign language learners.,Aim of EA,:,a.identify strategies which learners use in language learning,b.try to identify the causes of learner errors,c.obtain information on common difficulties in language learning,as an aid to teaching or in the preparation of teaching materials.,Error Analysis,What is an error?,due to language learners incomplete knowledge of the rules of that target language,e.g.I not go.(=I will not go.),Wo bu qu.(我不去）,What is a mistake?,due to lack of attention,carelessness or some other performance,e.g.I goed(I mean,went,)home yesterday.,Error analysis,Pit Corder(1967)The significance of learners errors.,L2 acquisition should not be looked at from a,purely pedagogical perspective.,Errors in L2 are interesting because they reflect underlying linguistic rules.,The study of L2 can be seen as a subfield of,general linguistics or cognitive science.,Error analysis,Contrastive analysis,Error analysis,Pedagogical orientation,Scientific orientation,Error analysis,Contrastive analysis,Error analysis,Pedagogical orientation,Scientific orientation,Focus on input,practice,inductive learning,Focus on linguistic and cognitive processes,Error analysis,Contrastive analysis,Error analysis,Pedagogical orientation,教学方向,Scientific orientation,Focus on input,practice,inductive learning,(,归纳学习,),Focus on linguistic and cognitive processes,Errors of transfer,Multiple types of errors,Types of Errors,Intralingual errors,(语内偏误),resulting from partial learning of the target language,e.g.He is comes.,(“He is coming.”and “He comes.”),Interlingual errors,(语际偏误),resulting from language transfer,e.g.He comes from China,Beijin.,unconscious and successful,L1 Terms,first,language,mother tongue,native language,native language,(style of family),style of people around,painstaking and unsuccessful,L2 Terms,second,language,foreign,language,non-native language,non-native language,bilingual or,multilingual,social context,monolingual,social context,2.3 Interlanguage,中介语,Larry Selinker,塞林格,(1972):A second language is not an imperfect copy of the target language but a rule-governed linguist system in its own right.,What is interlanguage?,The type of language(or linguistic system)used by second-and foreign-language learners who are in the process of learning a target language.,3.Individual Differences in Second Language Acquisition,Language aptitude 语言学能,Cognitive style 认知风格,field dependence,and,field independence,场依存 场独立,Personality traits 个人特质,Learning strategies 学习策略,a.Language,Aptitude 语言学能,Aptitude refers to,the ability to learn quickly,(Carroll,1991)and is,thought to,predict success in learning,.,It is hypothesized that,a learner with high aptitude may learn with greater ease and speed,.(But other learners may also be successful if they,persevere,).,Language aptitude tests,identify and memorize new sounds,understand the function of particular words in sentences,figure out grammatical rules from language samples,memorize new words,b.Cognitive style 认知风格,Cognitive style,:a particular way in which a learner tries to learn a language.,Field dependence(场依存),means that language learners are that they accept the L2 information exactly as it is presented to them by the teacher.,Field independence(场独立),means to that learners tend to analyze L2 and think about it themselves to determine whether it is correct or not.,Research findings:,Field Independent,is related to classroom language learning that involves analysis,attention to details,and mastering of exercise,drills,and other focused activities.,Field Dependent,is related to the communicative aspects of language learning that require social outreach(社会宣传）,empathy(共鸣),perception of other people,and communicative skills.,Every person,student or teacher,has a learning style;therefore,there is,no particular teaching or learning method,that can suit the needs of all learners.,2)Learning styles exist on,wide continuums,although they are often described as opposites.,Research findings and implications,3),Learning styles are,value-neutral,;that is,no one style is better than others,.,4)Very little research has examined the interaction between different learning styles and success in L2 learning;however,students should be encouraged to,“stretch(延伸),”,their learning styles,so that they will be more,empowered,(被给予力量的),in a variety of leaning situations.,c.Personality 个人特征,Extroversion(外向)vs.Introversion(内向),Are you more extroverted or introverted?,It is often argued that an extroverted person is well suited to language learning.However,research does not always support this conclusion,.,Some studies have found that learners success in language learning is associated with extroversion such as,assertiveness(自信)and adventurousness(喜冒险),while others have found that many successful language learners do not get high scores on measures of extroversion.,d.Learning Strategies 学习策略,Learning strategies,are the particular approaches or techniques that learners use to try to learn an L2.,Cognitive strategies 认知策略,Metacognitive strategies 元认知策略,Social strategies 社会策略,Cognitive theory,Cognitive theory is a,learning theory,of psychology that attempts to explain human behaviour by understanding the thought processes.,Pure cognitive theory largely rejects,behaviourism,on the basis that behaviourism reduces complex human behaviour to simple cause and effect.,Role of cognitive processes in learning,The mental processes involved in learning:,Observing,categorizing,forming,generalizations,to make sense of the information provided,Main Assumptions,Learning results from,internal mental activity,and not from,externally imposed stimuli.,The learner comes with knowledge,skills and related experiences to the learning situation,Role of the Learner,Active,participant in the learning process,using various,strategies,to process and construct their personal und