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二．
主要研究成果
Chapter 3.
The linguistics of SLA
Ⅰ
. The nature of
language
systematic
characteristics of
languages
symbolic
social
word meaning
Lexicon
(vocabulary)
pronunciation;
spelling
grammatical category (part of
speech)
combination;
idioms
phonemes
Phonology
(sound
system)
syllable
structure
intonation patterns;
tones
rhythmic patterns (pauses and
stops)
levels of a
language
Morphology
(word structure)
morphemes
inflections that carry grammatical
information
prefixes and
suffixes
word order
Syntax
(grammar)
agreement between
sentence elements
ways to
form sentences
ways to connet sentences
and organize
informations across
sentences
Discourse
structures
for telling stories, etc
scripts for
interacting and events
Ⅱ
. Early
approaches to SLA
1.
Contrastive
Analysis (CA)
1). as a
beginning of the survey:
?
aspects of its
procedures are still incorporated in more recent
approaches.
?
It introduced
the influence of L1 on L2 (Chomsky)
2).
CA:
an
approach
to
the
study
of
SLA
which
involves
predicting
and
explaining learner problems based on a
comparison of L1 and L2 to
determine
similarities and differences.
(Based on idealized
linguistic structures attributed to native
speakers of L1 and L2)
3). influenced by Structuralism and
Behaviorism.
4).
Goal
of
CA
was
primarily
pedagogical
in
nature:
to
increase
efficiency in L2
teaching and testing.
the
surface forms of
L1 and L2
systems
describ and compare
the lafocus:nguages
one
level once
LA essentially
invoves habit
formation
phonology
→
morphology
→
syntax
→
lexion
→
discourse
L
linguistic input
respond
habit
uate...
practice makes
perfec
t
bottom-
up
structu
ralist
linguistics
CA
assumptions
behaviorist
psychology
stimulus-
res
ponse-
reinofrcement
(S-R-R)
transfer
(in SLA) the transfer
of
elements acquired in L1 to the
target L2
5). Process:
?
Describing L1
and L2 at different level
?
Analyzing
comparable
segment
of
the
language
for
elements
that
may
cause problems for
learners (interference)
Types of interference
Examples
same
form and meaning;
la
s
paloma
s
blanca
s
(Spanish)
different distribution
the white dove
s
same meaning;
kittie
s
小猫
们
different form
same meaning;
water (n. v.)
different
form
and
水（名
）
distribution
different form;
leg
partial
overlap in meaning
腿，蹄，下肢
similar
form;
asistir (Spanish
“
to
attend
”
)
different meaning
assist (English
“
to
help
”
)
6). Assessment:
?
Cannot
explain
the
logical
problem
of
language
learning
(how
learners know more than
they
’
ve heard and been
taught)
?
Not always validated by evidence from
actual learner errors.
?
Stimulated the
preparation of comparative grammar
?
Its
analytic
procedures
have
been
usefully
applied
to
descriptive
studies and to translation
2.
Error analysis
(EA)
1). EA: the first
approach to the study of SLA which includes an
internal
focus
on
learner
’
s
creative
ability
to
construct
language.
(based on the description and analysis of actual
learner errors in
L2)
2).
CA
→
EA
?
Predictions
by
CA
not
always
correct;
many
real
learner
errors
are
not
transferred from L1
?
Focus on
surface-level forms and
patterns
→
underlying
rules
?
Behaviorism
→
mentalism
(emphasis on the innate capacity)
?
Teaching
concerns as motivation
↓
3). Procedures for analyzing learner
errors:
?
Collection of a sample of learner
language
?
Identification of errors
?
Description of
errors
?
Explanation of errors
?
Evaluation of
errors
4).
Shortcomings
?
Ambiguity in classification
?
Lack of
positive data
?
Potential for avoidance
3.
Interlanguage
(IL)
1). IL refers to the
intermediate states (interim grammars) of a
learner
’
s
language as it moves toward the target
L2.
2).
Characteristics:
?
Systematic
?
Dynamic
?
Variable
?
Reduced system,
both in form and function
3). Differences between SLA and L1
acquisition by children
?
Language
transfer from L1 to L2
?
Transfer of
training, or how the L2 is taught
?
Strategies of
2
nd
language
learning
?
Overgeneralization of the target
language linguistic materials
4). L1 as fossilization for L2
learners:
?
Fossilization:
the
probability
that
they
’
ll
cease
their
IL
development in some respects before
they reach target language
norms, in
spite of continuing L2 input and passage
time.
?
Relates to: the age of learning; social
identity; communicative
need.
4.
Morpheme order
studies
1). Refers
to
：
an important Q in the
study of SLA, whether there is
a
natural
order
(or
universal
sequence)
in
the
grammatical
development of
L2 learners.
2). Inflection:
it adds one or more units of meaning to the base
form
of a word, to give it a more
specific meaning. (plural nouns, past
tense etc.)
3).
The order of morpheme acquisition reported was
similar in L1 and
L2
It
supports
an
Identity
Hypothesis
(L1=L2):
that
processes
involved in L1 and L2 acquisition are
the same.
4).
The
concept
of
natural
order
remains
very
important
for
understanding
SLA.
(both
from
linguistic
and
cognitive
approaches)
5.
Monitor
model
1).
One
of
the
last
of
the
early
approaches
which
has
an
internal
focus
in the Monitor
Model.(Stephen Krashen)
2).
It explicitly and essentially adopts the notion of
a language
acquisition
device
(LAD)
(Chomsky
used
for
children
’
s
innate
knowledge of
language)
3).
Krashen
’
s approach: 5
hypotheses
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