二语习得引论读书笔记chapter3

二．

主要研究成果

Chapter 3. The linguistics of SLA

Ⅰ

. The nature of language

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.

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 distribution

水（名

）

different form;

leg

腿，蹄，下肢

partial overlap in meaning

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

6.

Consensus:

1). What is being acquired in SLA is a

“

rule0g overned

”

language systems

2). How SLA take place involves creative mental processes.

3).

Why

some

learners

are

more

(less)

successful

in

SLA

than

others

relates

primarily to the age of the learner.

Ⅲ

. Universal Grammar (UG)

1.

UG (Chomsky): what all languages have in common.