《二语习得理论课件.ppt》由会员分享，可在线阅读，更多相关《二语习得理论课件.ppt（126页珍藏版）》请在三一办公上搜索。
1、2022/12/19,a,1/38,Theoretical Approaches toSecond Language Learning,Differences in Learning L1 & L2BehaviorismInnatismInformation ProcessingConnectionismThe Interactionist Position,2022/12/19,a,2/38,Differences in Learning L1 & L2,A child or adult learning a second language is different from a child
2、 acquiring a first language in terms of both1) learner characteristicsand2) learning conditions,2022/12/19,a,3/38,Differences in Learning L1 & L2,Learner Characteristics1. Knowledge of another language2. Cognitive maturity3. Metalinguistic awareness4. Knowledge of the world5. Nervousness about speak
3、ing,2022/12/19,a,4/38,Differences in Learning L1 & L2,Learning Conditions6. Freedom to be silent7. Ample time & contact8. Corrective feedback: (form) grammar and pronunciation9. Corrective feedback: (meaning) word choice10. Modified input,2022/12/19,a,5/38,Differences in Learning L1 & L2,Summary:SLA
4、 (Second Language Acquisition) theories need to account for language acquisition by learners with a variety of characteristics and learning in a variety of contexts.,2022/12/19,a,6/38,Theoretical Approaches to Language Acquisition,2022/12/19,a,7/38,Behaviorism,Skinner: language behavior is the produ
5、ction of correct responses to stimuli through reinforcement. Four characteristics of behaviorism:1) imitation, 2) practice, 3) reinforcement, and 4) habit information Lado (1964): CAA person learning an L2 starts off with the habits formed in the L1 and these habits interfere with the new ones neede
6、d for the L2.,2022/12/19,a,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 languag
7、e students would encounter in the learning process. And to increase the efficiency in L2 teaching and testing.,2022/12/19,a,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 ar
8、e, the more difficult learning would be, and by knowing this, we could predict what errors would appear.,2022/12/19,a,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 Analy
9、sis (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).,2022/12/19,a,11/38,Contrastive Analysis (CA)
10、,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),2022/12
11、/19,a,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 di
12、fficulty.,2022/12/19,a,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
13、psychology within the USA throughout the 1940s and 1950s.,2022/12/19,a,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
14、 the CAH.Some errors are similar across learners from a variety of L1 backgrounds.,2022/12/19,a,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
15、 of some particular feature, and even reflecting about whether a certain feature seems to belong in the structure of the L2.,2022/12/19,a,16/38,Innatism,Competence vs. Performance Universal Grammar (UG) in relation to second language developmentKrashens “monitor model”,2022/12/19,a,17/38,Innatism: C
16、ompetence 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 fati
17、gue whereas competence (at least for the mature native speaker) is more stable.,2022/12/19,a,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
18、 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).,2022/12/19,a,19/38,Innatism: Universa
19、l 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 thin
20、gs change only the superficial appearance of language performance and do not affect the underlying competence of the new language.,2022/12/19,a,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 natur
21、e 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.,2022/12/19,a,21
22、/38,Innatism: Krashens “monitor model”,The acquisition-learning hypothesisThe monitor hypothesisThe natural order hypothesisThe input hypothesisThe affective filter hypothesis,2022/12/19,a,22/38,Innatism: Krashens “monitor model”,The acquisition-learning hypothesis (1)Acquisition: we acquire L2 know
23、ledge 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.,2022/12/19,a,23/38,Innatism: Krashens
24、 “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 acquisi
25、tion. 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.,2022/12/19,a,24/38,Innatism: Krashens “monitor model”,The monitor hypothesis (1)The acquired system acts to initiate the speakers utterances and i
26、s 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.,2022/12/19,a,25/38,Innatism: Krashens “monitor model”,The monitor hypothesis (2)Learners use the monitor o
27、nly 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 languag
28、e teaching should be on creating conditions for acquisition rather than learning.,2022/12/19,a,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 sy
29、stem 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.,2022/12/19,a,27/38,Innatism: Krashens “monitor model”,The natural order hypothesi
30、s (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,2022/12/19,a,28/38,
31、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
32、 in L2 development.,2022/12/19,a,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”
33、), then both comprehension and acquisition will occur.,2022/12/19,a,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
34、comprehensible input.,2022/12/19,a,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 av
35、ailable 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.,2022/12/19,a,32/38,Innatism: Krashens
36、 “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
37、 where they felt stressed or uncomfortable.However, it is difficult to be sure that affective factors cause the differences in language acquisition.,2022/12/19,a,33/38,Innatism: Krashens “monitor model”/ “hypothesis / theory”,SummaryKrashens “monitor model” (i.e., acquisition vs. learning, monitor,
38、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 h
39、ypotheses intuitively appealing, but those hypotheses are hard to be tested by empirical evidence.,2022/12/19,a,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 automatic
40、ally. They do not assume that there is a difference between acquisition and learning. Two important models:attention-processing (noticing) model and restructuring Model,2022/12/19,a,35/38,Information processing,Attention-processing (noticing) model:It is assumed that there is a limit to the amount o
41、f 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 & Sch
42、midt).Everything we come to know about the language was first “noticed” consciously before we learn it.,2022/12/19,a,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 pra
43、ctice. 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 sa
44、wed” overapplying the general rule.,2022/12/19,a,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 pri
45、ncipal 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.,2022/12/19,a,38/38,Connectionism,Findings of connectionist Research
46、: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 w
47、ill grant may be acquired largely through memorization and simple generalization.,2022/12/19,a,39/38,The Interactionist Position,SLA takes place through conversational interaction (Hatch, Pica, and Long).Long sees modified interaction as the necessary mechanism for the L2 acquisition. What learners
48、need is not necessarily simplification of the linguistic forms but rather an opportunity to interact with other speakers.Research shows that native speakers consistently modify their speech in sustained conversation with non-native speakers.,2022/12/19,a,40/38,The Interactionist Position,The relatio
49、nship between modified interaction and SLA (Long):1. Interactional modification makes input comprehensible;2. Comprehensible input promotes acquisition; Therefore,3. Interactional modification promotes acquisition.,2022/12/19,a,41/38,The Interactionist Position,Modified interaction involves linguist
50、ic simplifications and conversational modifications.Examples of conversational modifications:elaboration, slower speech rate, gesture, additional contextual cues, comprehension checks, clarification requests, and self-repetition or paraphrase.Research has demonstrated that conversational adjustments
