第二语言习得入门第三章讲解教学提纲

Unit3DefiningConceptsofSecondLanguageAcquisitonPage2Contents❷FirstLanguage,SecondLanguage,andForeignLanguage❸AcquisitionandLearning❺Interlanguage❶CompetenceandPerformance❼Fossilization❽LanguageTransfer❹InputandOutput❻VariabilityPage3CompetenceandPerformanceItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.Page4CompetenceandPerformanceCompetencereferstoaspeaker'sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore.能力是指一个语言习得者在他的语言知识上显示出他能够理解并能够产出之前从没见过或听说过的句子。Page5CompetenceandPerformancePerformancereferstothespecificutterances,includinggramaticalmistakesandnon-linguisticfeaturessuchashesitations,accompanyingtheuseoflanguage.Itistheactualproductionoruseoflanguagesuchasspeaking,writing,orthecomprehension(listening,reading)oflinguisticevents这实际上是说写或者语言界中的理解（听看）等方面的产出与运用Page6CompetenceandPerformancerelationscomprehension(listeningandreading)≠competenceproduction(speakingandwriting)≠performancePage7（secondlanguageacquisition)comprehension(indirectly)competencesuperiortopriorto(internal)production(directly)comprehensionperformance(external)productionCompetenceandPerformancePage8FirstLanguage,SecondLanguage,andForeignLanguageFirstLanguagereferstothemothertongueonelearnsduringchildhoodPage9FirstLanguage,SecondLanguage,andForeignLanguageSecondLanguagereferstothelearningofanadditionallanguageafterlearnershaveacquiredtheirmothertongue.Page10FirstLanguage,SecondLanguage,andForeignLanguageForeignLanguageisanadditionallanguagetaughtandlearnedinanon-targetlanguageenvironment.Page11FirstLanguage,SecondLanguage,andForeignLanguageGroup1Group2firstlanguagesecondlanguageFirstlanguageSecondlanguageMothertougueForeignlanguageNativelanguageNon-nativelanguagefirstlanguagevssecondlanguage1.secondlanguageisacquiredlaterthanafirstlanguage2.secondlanguagehaslowerproficiencylevelthanthatoffirstlanguagePage12FirstLanguage,SecondLanguage,andForeignLanguagesimilaritiesanddifferencescategoriessecondlanguagefirstlanguageSpeedlearningisslowacquisitionisrapidStagessystematicstagesofdevelopment系统发展阶段systematicstagesofdevelopmentErrorcorrectionnotdirectlyinfluentialnotinvolvedDepthofknowledge(thewholeisgreaterthantheparts;toabletoconstructcorrectutterances)beyondthelevelofinputbeyondthelevelofinputSuccessnotinevitable(possiblefossilization)inevitableLevelofattainmentrarelyfullysuccessfulfullysuccessfulPage13FirstLanguage,SecondLanguage,andForeignLanguageSencondlanguagevsForeignlanguagebasicsimilarity:non-nativelanguagebasicdistinction:education,govermentorbusiness(ESL)geographicalcontextlittleexposuretonativeuseofthelanguageorfewopportunities(EFL)Page14AcquisitionandLearningThedistinctionbetweenacquisitionandlearningisformallymadebyS.Krashen.AccordingtoKrashen,acquisitionreferstosubconsciouslearninginthenaturalenvironmentthatisnotinfluencedbyexplicitinstructioninasecondlanguage'srulesandsystemorabouterrors(1985)Page15AcquisitionandlearningLearningisaconsciousprocessoflanguagedevelopmentthatistheresultofintendedandexplicitinstrutioninasecondlanguage'srolesandsystemorabouterrorsinanartificialenvironmentsuchasaformallanguageclassroomPage16AcquisitionandlearningAcquisitionLearningImplicit,subconsciousExplicit,consciousInformalsituationsFormalsituationsPickingupalanguageKnowingaboutlanguageUsesgrammatical“feel”UsesgrammaticalrulesDependsonattitudeDependsonaptitudeStableorderofacquisitionSimpletocomplexorderoflearningPage17ComprehensibleinputisahypothesisfirstproposedbyStephenKrashen(1981).Hepurportsthatlearnersacquireasecondlanguagebyhearingandunderstandingmessagesthatareslightlyabovetheircurrentsecondlanguagelanguagelevel.ComprehensibleInputorOutputPage18ComprehensibleInputorOutputSecondlanguageresearchersbelievethatlearnersneedopportunitiestopracticeattheirlevelofsecondlanguagecompetency.Thispracticewithsecondlanguage-speakingpeersiscalledComprehensibleOutput.Page19ComprehensibleInputorOutputCooperativelearninggroupsareonewayfornewlearnersofasecondlanguagetoreceiveplentyofunderstandableinputandproduceunderstandableoutput.Herearefivereasonswhy:Page20ComprehensibleInputorOutput1)Asmallgroupsettingallowsformorecomprehensibleinputbecausetheteacherorclassmatesmodifyoradaptthemessagetothelisteners'needs.2)Speakerscanmoreeasilycheckontheunderstandingofthelistener.3)Thereismoreopportunityfororalpracticeandforrepetitionofcontentinformationaspeershelpnewlearnersofasecondlanguagenegotiatemeaning.Page21ComprehensibleInputorOutput4)Studenttalkinasmallgroupiscenteredonwhatisactuallyhappeningatthemomentataskisbeingperformed.5)Feedbackandcorrectionarenon-judgmentalandimmediate.Page22InterlanguageInterlanguage,coinedbyLarrySelinker,isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguagewhohasnotbecomefullyproficientyet,butisonlyapproximatingthetargetlanguage:preservingsomefeaturesoftheirfirstlanguageinspeakingorwritingthetargetlanguage.Page23InterlanguageThepurposeofInterlanguagestudyistoseekthepr