-
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
bottom-
up
structuralist
linguistics
CA
assumptions
behaviorist
psychology
stimulus-
res
ponse-
reinofrcement
(S-R-R)
respond
habituate...
practice makes
perfect
transf
er
(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 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
subconscious
acqui
sition
acquisition-
learning
hypothesis
innate language
acquisition
device
conscious
exemplified
by
the L2
learning
learning
5
hypothesis
monitor
hypothesis
natral order
hypothesis
input
hypothesis
affective filter
hypothesis
what is
only as a monitor
acquire the
rules of language
in a predictable
order
comprehensivible
input<
/p>
enough
understandable
input may not be processed if the
affective filter is
6.
Consensus:
1). What is being acquired in SLA is a
“
rule0governed
”
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.
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