-
Chapter 11 Second language
acquisition
第二语言习得
知识点：
1.
*Definition:
second language acquisition; overgeneralization;
interlanguage
2.
Connections between first and second
language acquisition
3.
Contrastive analysis
4.
*Error
analysis
5.
Characteristics of interlanguage
6.
*Krashen
’
s Input
Hypothesis
7.
Individual
Differences
in
second
language
acquisition:
language
aptitude;
motivation;
#learning
strategies
考核目标：
识记：
Definition: second
language acquisition; overgeneralization;
interlanguage
领会：
Connections
between
first
and
second
language
acquisition;
Contrastive
analysis;
Error
analysis; Characteristics of
interlanguage; Individual Differences in second
language acquisition
简单应用：
Krashen
’
s Input
Hypothesis
一、
定义
1.
Second
Language
Acquisition(SLA)
第二语言习得
：
refers
to
the
systematic
study
of
how
one
person
acquires
a
second
language
subsequent to his
native language.
指一个人在习得其母语之后是如何
习得一门第二语言系统的研究。
< br>generalization
过
度
概括
:
the
use
of
previously
available
strategies in new
situations.
将以前适用的策略运用于新的场合。
3.
interlanguage
中介语：
learners
’
independent
system
of
the
second
language which is of neither the native
language nor the second language,
but a
continuum or approximation from his native
language to the target
language.
它既不是本族语，也不是第二语言，而是一个处于本族语
和目的语之间的连续
体或临界体。
二、
知识点
11.2
Connections
between
first
language
acquisition
and
second
language
acquisition
< br>第一语言习得与第二语言习得之间的联系
1.
While the L1 is acquired subcon sciously, the L2
or FL is more commonly learned
consciously.
2.
In
acquiring
their
L1
children
always
concentrate
on
meaning.
The
L2
learners
concentrate on code structure.
3. One learners his directly from
reality. The L2 is learnt in manageable sequence
4. In L1 a
children apply the rules subconsciously while the
L2 learners, after a period
of training
are able to verbalize the rules.
Interlanguage(IL)
语言石化现象：
中介语
fossilization
的主要特征之一
(
指错误或不
地道的表达
)
11.3Contrastive
analysis (CA)
对比分析
(1960s)
native language
本族语被认为是造成在学习第
二语言或外语中缺乏成功的主要原
因，人们在迁移和负迁移之间做出了区分：
Positive
transfer
迁移
----facilitate
target language
learning
促进目的语的学习
Negative
transfer
负迁移
----interfere or
hinder target language
learning
干扰目的语
的学习
It
is
believed
that
differences
between
the
native
language
and
the
target
language
would pose difficulties in
second/foreign language learning and teaching,
本族语和
目的语之间的区别会为第二语言（外语）的学习造成困难
e.g.
*To touch the society .
*There are more people come to study in
the states.
*I wait you at the gate of
the school.
Shortcomings of
CA
：
The
CA
was
soon
found
problematic,
for
many
of
the
predictions
of
the
target
language learning difficulty formulated
on the basis of contrastive analysis turned out
to be either uninformative or
inaccurate. Predicted errors did not materialize
in learner
language
while
errors
did
show
up
that
the
contrastive
analysis
had
not
predicted.
“
diffe
rences
”
and
“
difficulties
”
< br>
are not identical concepts.
没过多久人们就发
现对比分析有问题，
因为许多基于对
比分析作出的目的语的学习困难的预见，
要
么是不准确的，要么
就是没有信息意义。
（预见的的错误在学习者的语言中没有
实现
，而对比分析贸易预见的错误却出现了。
）人们开始意识到“差异”和“困
难”并不是同一概念。
（盛行一时的
CA
逐渐被
EA
所取代。
）<
/p>
11.4Error analysis (EA)
错误分析
The
contrastive
approach
to
learners
’
errors
has
shed
new
light
on
people
’
s
attitudes: the errors are significant
in telling the teacher what needs to be taught, in
telling
the
researcher
how
learning
proceeds
and
those
errors
are
a
means
whereby
learners test their
hypotheses about the language to be learnt.
关于学习者错误的对比
理论使人们的观点更加明朗化：
错误在告诉老师需要教什么和告诉研究者学习是
如何进行的是很重要的，
那些错误也是学习者测试对所要学习的语言进行假设的
一种手段。
（错误分析首先是独立或客观地对学习者的中介语进行描写（即他们
自己对目
的语和目的语本身的描写）
然后对两者进行比较以找出不配之处，
与对
比分析不同，错误分析不是那么看重需学习者的本族语。
）
The main
purpose for CA is to predict learners errors while
that for EA is to explain
learner
’
s error.
CA
的主要目的是预见学习者的错误
，
EA
是解释学习者的错误。
Two main sorts of errors:
Interlingual errors
语际错误
& intralingual
errors
语
内错误
1. Interlingual errors
语际错误
:
mainly
result from cross-linguistic interference at
different levels such as phonological,
lexical, grammatical or discoursal etc.
主要是
由于不同层面的跨语言干扰，如音位层、词汇层、语法层或话语层
For examples,
a
）
Substitution
of [t] for [
] and [d] for
[
]:
three
发成
tree,
this
发成
dis.
b
）
Shortening of
long vowels
长元音的缩短
:
sheep
发成
ship,
meet
发成
mit
2. The intralingual
errors
语内错误：
mainly from faulty or partial learning
of the
target
language,
independent
of the native language.
主要是由于对目的语的错误或
不完全的学习造成的，它与本族语无关。<
/p>
Two
types
of
errors
have
been
well
exploited:
overgeneralizatio
n
过度概括
&
cross-
association
互相联想
1
）
O
vergeneralization
过度概括
----
the
use
of
previously
available
strategies
in
new situations.
将以前适用的策略运用于新的场合。
e.g.
?
Walked, watched,
washed
…
*rided,
*goed, *doed, *eated
…
(
造成误导和不合适
)
?
Jane advised me to give up
smoking.
Jane told me to
give up smoking.
*Jane hoped me to give up
smoking.
(
造成误导和不合适
)
*Jane suggested me to give
up smoking.
(
造成误导和不合适
)
?
The girl is in a blue ski
jacket.
The girl is dressed in a blue ski
jacket.
*The girl is worn a blue ski jacket.
(
造成误导和不合适
)