《二语习得的研究综述.ppt》由会员分享，可在线阅读，更多相关《二语习得的研究综述.ppt（96页珍藏版）》请在三一办公上搜索。
1、The Recent History of Second Language Learning Research,xxWe will limit ourselves to the post-war period,which has seen the development of theorizing about second language learning from an adjunct to language pedagogy,to an autonomous field of research.The period since the 1950s can itself be divide
2、d into three main phases.1.1950-19602.19703.1980-199030 xx,II.The Recent History of Second Language Learning Research,We will start with the 1950s and 1960s and a short description of how second languages were believed to be learnt at the time.We will then describe the impact of the Chomskyan revolu
3、tion in linguistics on the field of language acquisition,initially on the study of first language acquisition,and subsequently that of second language acquisition.30+,The Recent History of Second Language Learning Research,Chomskyan Revolution以转换 生成语法著称的乔式语言结构理论。1957年因他的句法结构的发表而使语言学研究革命化。到 60年代中期，Ch
4、omsky开始强调语言对研究人类心灵所起的关键作用。他认为语言学应视为认知心理学的一个分支，这一观点主要在语言与心理中作了论证。正是他思想的这一方面广泛吸引了语言学以外的学者，特别是在哲学界和心理学界。31,The Recent History of Second Language Learning Research,TG Grammar(transformational-generative grammar)A theory of grammar which was proposed by the Chomsky in 1957.It has since been developed by
5、him and many other linguists.Chomsky attempted to provide a model for the description of all languages.A TG grammar tries to show,with a system of rules,the knowledge which a native speaker of a language uses in forming grammatical sentences.转换生成语法试图用一套规则把操本族语者用以产生合乎语法的句子的知识显示出来.32,S,NP,VP,DET,N,V,N
6、P,The,police,raise,his,revolver,N,DET,The Recent History of Second Language Learning Research,1.The 1950s and 1960sIn the 1950s and early 1960s,theorizing about language learning was still very much an adjunct to the practical business of language teaching.However,the idea that language teaching met
7、hods had to be justified in terms of and underlying learning theory was well established.At that time the general learning theory dominant in mainstream psychology was behaviorism.,The Recent History of Second Language Learning Research,BehaviorismA theory of psychology which states that human and a
8、nimal behavior can and should be studied in terms of physical processes only(including language)It led to theories of learning which explained how an external event(a stimulus)caused a change in the behavior of an individual(a response)without using concepts like“mind”or“ideas”,or any kind of mental
9、 behavior.34+,The Recent History of Second Language Learning Research,行为主义是心理学的一个理论，说明人和动物的行为只能且必须从生理过程的角度来研究，受它影响而产生的学习理论解释了人是如何受外部事件（刺激）的影响产生行为变化（反应）而不需要“意向”或“意念”或任何内心行为等概念。35,The Recent History of Second Language Learning Research,Behaviorism in LinguisticsIn the behaviorist view,language leaning
10、 is seen like any other kind of leaning,as the formation of habits.It stems from work in psychology which saw the learning of any kind of behavior as being based on the notions of stimulus and response.This view sees human beings as being exposed to numerous stimuli in their environment.The response
11、 they give to such stimuli will be reinforced if successful,that is if some desired outcome is obtained.Through repeated reinforcement,a certain stimulus will elicit the same response time and again,which will then become a habit.The learning of any skill is as the formation of habits,that is the cr
12、eation of stimulus-response pairings which become stronger with reinforcement.36 xx e.g.,The Recent History of Second Language Learning Research,xx From a teaching point of view,the implications of this approach were twofold.First,it was strongly believe that practice makes perfect;in other words,le
13、arning would take place by imitating and repeating the same structures time after time.Second,teachers needed to focus their teaching on structures which were believed to be difficult,and as we saw above,difficult structures would be those that were different in the L1 and the L2.37,The Recent Histo
14、ry of Second Language Learning Research,Examples:（与L1不同之处，是L2学习的困难之处）1.He studies English2.He does not study English.3.Does he study English?4.What does he study?37+,The Recent History of Second Language Learning Research,The logical outcome of such believes about the learning process was that effec
15、tive teaching would concentrate on areas of difference,and that the best pedagogical tool for foreign language teachers therefore a sound knowledge of those areas.38,The Recent History of Second Language Learning Research,Researchers embarked on the huge task of comparing pairs of languages in order
16、 to pinpoint areas of difference,therefore of difficulty.This was termed Contrastive Analysis.38+,The Recent History of Second Language Learning Research,CA:the comparison of the linguistic systems of two languages,for example the sound system or the grammatical system.Contrastive analysis was devel
17、oped and practiced in the 1950s and 1960s,as an application of structural linguistics(based on the theory of behaviorism)to language teaching,and is based on the following assumptions:a.the main difficulties in learning a new language are caused by interference from the first languageb.these difficu
18、lties can be predicted by contrastive analysis.39,The Recent History of Second Language Learning Research,c.teaching materials can make use of contrastive analysis to reduce the effects of interferenceContrastive analysis was more successful in phonology than in other areas of language,and declined
19、in the 1970s as interference was replaced by other explanations of learning difficulties.In recent years,contrastive analysis has been applied to other areas of language,for example the discourse systems.40,The Recent History of Second Language Learning Research,CA:a.对比分析 学习一门新的语言，其主要困难来自第一语言的干扰 b.困
20、难可以通过对比分析来预测 c.运用对比分析来编写教材，可以减少干扰的影响。到了70年代 Error Analysis 取而代之。41,The Recent History of Second Language Learning Research,Behaviorism under AttackStarting in the 1950s and continuing 1960s,both the fields of linguistics and of psychology witnessed major developments.Linguistics saw a shift from str
21、uctural linguistics（based on behaviorism）,which was based on the description of the surface structure of a large corpus of language,to generative linguistics（having the ability to create sentences by using a persons innate language ability,not learn from others,producing sentences by oneself）which e
22、mphasized the rule-governed and creative nature of human language.This shift had been initiated by the publication of Syntactic Structures,the first of many influential books by Noam Chomsky.43,The Recent History of Second Language Learning Research,Structuralist linguistics结构语言学用来指任何一种注重用结构和系统明确描写语
23、言特征的语言分析法。一般的索绪尔式的结构主义思想已溶入语言学的每一个学派。但是结构主义还有一个较狭窄的定义，指的是布龙菲尔德式的方法，即强调话段（即乔姆斯基后来称作表层结构的）有形特征的切分和分类程序，不怎麽考虑语言抽象的底层结构（乔姆斯基的深层结构）。正是这种强调遭到乔姆斯基式语言理论的强烈批评；因此对生成语言学而言，这个名词常带有贬意。44,The Recent History of Second Language Learning Research,Structuralist linguisticsAn approach to linguistics which stresses the
24、 importance of language as a system and which investigates the place that linguistic units such as sounds,words,sentences have within this system.结构语言学强调把语言作为一个系统来研究的重要性,并研究语音,单词,句子等语言单位在这个系统中的地位.Structuralist linguistics is often used to refer to a group of American linguists such as Bloomfield and
25、 Frics,who published mainly in the 1930s a to 1950s.The work of these linguists was based on the theory of behaviorism and had a considerable influence on some language teaching methods.(Audiolingual method is based on behaviorism;language is learned through forming habits)语言通过形成习惯而习得.,The Recent Hi
26、story of Second Language Learning Research,Structural linguistics was established to focus on language structures,primarily those which are different from those in typical Indo-European languages.Structural linguistics would emphasize that a sentence have a noun and verb in agreement,while tradition
27、ally,a sentence needs to be a complete thought.,The Recent History of Second Language Learning Research,Structural linguists also believed that the linguistic behaviors of the members of a speech community were based on orderly structures that each member of the community shared.,The Recent History
28、of Second Language Learning Research,Structural linguistics has been proven very useful in the analysis of the process of linguistic behavior.We now have a better way of learning how people acquire language and also how speakers communicate meaning to their listeners.This type of information is usef
29、ul to teachers of English as a first or a second language and similar teachers of language around the world.It is also useful in understanding the way that different cultures communicate their intentions to each other,as well as communication which occurs within a single culture.,The Recent History
30、of Second Language Learning Research,In the field of psychology,the pre-eminent role for the environment which was argued by Skinner in shaping the childs learning and behavior was losing ground in favor of more developmentalist views of learning,such as Piagets(皮亚杰)cognitive developmental theory,in
31、 which inner forces drive the child,in interaction with the environment.45,The Recent History of Second Language Learning Research,Jean Piaget,the pioneering Swiss philosopher and psychologist,spent much of his professional life listening to children,watching children and poring over reports of rese
32、archers around the world who were doing the same.He found,to put it most succinctly,that children dont think like grownups.After thousands of interactions with young people often barely old enough to talk,Piaget began to suspect that behind their cute and seemingly illogical utterances were thought
33、processes that had their own kind of order and their own special logic.,The Recent History of Second Language Learning Research,His researches in developmental psychology and genetic epistemology had one unique goal:how does knowledge grow?His answer is that the growth of knowledge is a progressive
34、construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood.Therefore,childrens logic and modes of thinking are initially entirely different from those of adults.,The Recent Hi
35、story of Second Language Learning Research,Piagets Genetic epistemology 发生认知论A term used to describe the theories of developmental psychology of the Swiss psychologist Jean Piaget(1896-1980).He listed several different stages which children pass through in mental development.The first stage is the s
36、ensorimotor stage(感觉运动期)，from birth to about 24 months.It lasts from birth to about two years old.As the name implies,the infant uses senses and motor abilities to understand the world,beginning with reflexes and ending with complex combinations of sensorimotor skills.They can use mental combination
37、s to solve simple problems,such as putting down a toy in order to open a door.And they get good at pretending.Instead of using dollies essentially as something to sit at,suck on,or throw,now the child will sing to it,tuck it into bed,and so on.46,The Recent History of Second Language Learning Resear
38、ch,The next three stages are a movement towards more abstract processes.During the pre-operational stage(前运思期),from about two to seven years.The child has mental representations and is able to pretend,it is a short step to the use of symbols.A symbol is a thing that represents something else.A drawi
39、ng,a written word,or a spoken word comes to be understood as representing a real dog.The use of language is,of course,the prime example,but another good example of symbol use is creative play,wherein checkers are cookies,papers are dishes,a box is the table,and so on.By manipulating symbols,we are e
40、ssentially thinking,in a way the infant could not:in the absence of the actual objects involved!47,The Recent History of Second Language Learning Research,The concrete operational stage（具体运思期)from about seven to eleven years is the period when children begin to use mental operations and acquire a nu
41、mber of concepts of conservation.The word operations refers to logical operations or principles we use when solving problems.In this stage,the child not only uses symbols representationally,but can manipulate those symbols logically.Quite an accomplishment!But,at this point,they must still perform t
42、hese operations within the context of concrete situations.The younger child may start putting things in order by,say size,but will quickly lose track.Now the child has no problem with such a task.Since arithmetic is essentially nothing more than classification and seriation,the child is now ready fo
43、r some formal education!,The Recent History of Second Language Learning Research,During the formal operational stage（正式运思期）,from about eleven onwards,children are able o deal with abstract concepts and propositions,and to make hypotheses,inferences,and deductions.,The Recent History of Second Langua
44、ge Learning Research,The concrete operations child has a hard time applying his new-found logical abilities to non-concrete-i.e.abstract-events.If mom says to junior“You shouldnt make fun of that boys nose.How would you feel if someone did that to you?”He is likely to respond“I dont have a big nose!
45、”Even this simple lesson may well be too abstract,too hypothetical,for his kind of thinking.From around 12 on,we enter the formal operations stage.Here we become increasingly competent at adult-style thinking.This involves using logical operations,and using them in the abstract,rather than the concr
46、ete.,The Recent History of Second Language Learning Research,Piagets Genetic epistemology 发生认知论1.birth 2 sensorimotor stage(感觉运动期)2.2 7 pre-operational stage(前运思期)3.7 11 concrete operational stage(具体运思期)4.11-formal operational stage(正式运思期),The Recent History of Second Language Learning Research,The
47、clash of views about the way in which we learn language came to a head at the end of the 1950s with two publications.These were Skinners Verbal Behavior in 1957 which outlined in detail his behaviorist view of learning as applied to language,and Chomskys review of Skinners book,published in 1959,whi
48、ch was a fierce critique of Skinners views.48,The Recent History of Second Language Learning Research,Chomskys criticisms centered on a number of issues.1.The creativity of language:children do not learn and reproduce a large set of sentences,but they routinely create new sentences that they have ne
49、ver learnt before.This is only possible because they internalize rules rather than strings of words;extremely common examples of utterances such as it breaked or Mummy goed show clearly that children are not copying the language around them but apply rules.,The Recent History of Second Language Lear
50、ning Research,Chomsky was incensed by the idea that you could compare the behavior of rats in a lab,learning to perform simple tasks,to the behavior of children learning language without direct teaching,a fundamentally different task because of its sheer complexity and abstractness.49,The Recent His
