二语习得第六章
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the part in the acquisition of implicit knowledge
Processing operation
Operating principles
• The study of L1 acquisition of many language has led to the identification of a number of general strategies.
Implicit knowledge: the L2 knowledge of which a learner is unaware and therefore cannot verbalize. Explicit knowledge: the L2 knowledge of which a learner is aware and can verbalize on request. The extent of learners’ explicit L2 knowledge . Krashen: most learners are only capable of learning fairly simple rules
right stage 1.Interface. explicit knowledge convert into implicit knowledge
2. It facilitates the process by which learners attend to features in the input.
Not knowing a word in target language :
1. Borrow a word from L1 e.g. I want to have some confiture. (=fruit jam ) 果酱,法语词 2. Use another target-language that is approximate in meaning e.g. worm --- silkworm
Overall: the role of consciousness in L2 acquisition
Acquired L2 knowledge (is developed subconsciously) Learned L2 knowledge (is developed consciously)
alternative view: some learners may be capable of learning substantial amounts of explicit knowledge
The part explicit L2 knowledge plays in the
acquisition of implicit knowledge.
Stephen Kashen
Two opposing positions.
Richard Schmidt
Intentionality attention Байду номын сангаасwareness
Different kinds of knowledge
implicit knowledge the extent explicit knowledge
The role of consciousness in L2 acquisition
Overall: the role of consciousness in L2 acquisition
Acquired L2 knowledge (is developed subconsciously) Learned L2 knowledge (is developed consciously)
the part in the acquisition of implicit knowledge
Stephen kashen The distinction between the two systems Stephen kashen: The distinction between the two systems
I go to school yesterday.
• Yesterday I go to school. • Yesterday go I to school. • • subordinate clause strategy
(permit movements of elements within main clause but block them in subordinate clause.)
. It is developed consciously through deliberate study of L2.
learned knowledge can never be converted into acquired knowledge
Richard Schmidt : standardize the concepts that underlie its use
Part Four
Communication Strategies
1. Have you ever been in a situation that you cannot say what you want to say because your existing knowledge is not enough? 2. What communication strategies can we resort to when we are in the above situation? Give some lists.
Stephen Kashen
Two opposing positions.
Richard Schmidt
Intentionality attention awareness
Different kinds of knowledge
implicit knowledge the extent explicit knowledge
Processing constraints
• Multidimensional model: sought to account for why learners acquire the grammar of a language in definite order and why some learners only develop very simple interlanguage grammar.
complement
an exception to a general rule
• 1. it is not clear how many principles are needed and the ones that have been advanced are not exclusive. • Is the absence of any overarching theory to explain where the principles themselves come from.
his own acquisition of Portuguese
What he produced were those that he had previously noticed
awareness: whether learners are conscious of acquiring L2 elements.
Communication Strategies
Not sure about the usage of a word or phrase :
1. avoidance (avoid problematic items) → My mother makes me to give him some money. makes ~~~ asks
Learners can achieve complex material through implicit learning. ( without awareness)
Learning only appears to be without awareness, but in fact learners are aware of what they are learning.
• Distinguishing a developmental and variational axis.
• A number of processing constraints will be proposed to account for the process along the developmental axis.
• It is based on research into a fairly limited set of grammatical features.
• It is not clear how variational features can be indentified. • The models provides no account of how or why the “block” to developmental process are removed.
‘acquired‘ L2 knowledge (Acquisition)
It is developed subconsciously through comprehending input while communication. entirely independent
‘learned‘ L2 knowledge (Learning)
3.It helps learners to move from intake to acquisition by helping them to notice the gap.
Notice the gap: the process by which learners pay conscious attention to the differences between linguistic features in the input and their own output.
conscious attention
Noticing: the process of attending consciously to linguistic feature in the input. Shcmidt argues that learning cannot take place without what he calls noticing.
examples: avoid interruption, and rearrangement of linguistic units , avoid exceptions
Take the base form of verb
My brother made me to give him some money.
Consciousness intentionality attention awareness
Intentionality: whether a learner making a conscious and deliberate decision to learn L2 knowledge.
Incidental learning: takes place when learners pick up L2 knowledge through exposure.
• the canonical order strategy
(prevent learners from interrupting the basic subject-verb-object word order)
initialization / finalization strategy
(move the elements at the ends to the beginning, but prevent them moving elements within a structure.)