Chapter-11-Second-Language-Acquisition
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For examples: a. Substitution of [t] for [W] and [d] for [T]: three tree, this dis. b. Shortening of long vowels: sheep ship, meet mit
Intralingual errors
The role of native language in 2nd language learning
Interlanguage (S. Pit Corder & Larry Selinker)
• Interlangauge ---- 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.
----The intralingual errors mainly from faulty or partial learning of the target language, independent of the native language.
• Two types of errors have been well exploited: overgeneralization & cross-association
• Jane advise me to give up smoking. Jane told me to give up smoking. *Jane hoped me to give up smoking. *Jane suggested me to give up smoking.
Cross-association
Chapter 11 Second Language Acquisition
Second Language Acquisition ---- formally established itself as a discipline around the 1970s, refers to the systematic study of how one person acquires a second language subsequent to his native language. Distinguish second language & foreign language
• It may also occurs at all levels of language from phonological to syntactic, e.g. The coffee is too hot to drink. *The apricot is too sour to eat it.
• It is often understood as a language system between the target language and the learner’s native language.
• Interlanguage is a dynamic language system, which is constantly moving from the departure level to the native-like level.
• SLA is different from first language acquisition.
• Interlanguage
Contrastive analysis (CA) (1960s)
• Positive transfer----facilitate target language learning
• Negative transfer----interfere or hinder target language learning
• It is believed that differences between the native language and the target language would pose difficulties in second/foreign language learning and teaching, e.g.
Connections between first language acquisition and second language acquisition
• The first language study has served as a backcloth for perceiving and understanding new facts about second language learning (Littlewood, 1986).
• Concerning the linguistic features of interlanguage, the following questions can be asked:
• (1) Linguistically, how is interlanguage in general different from the target language or the native language?
• Cross-association refers to the phenomenon that the close association of the two similar words often leads to confusion, .
• Other/another, much/many, stalagmite/stalactite…
Overgeneralization
Overgeneralization ---- the use of previously available strategies in new situations.
• Walked, watched, washed… *rided, *goed, *doed, *eated…
• (2) In what way is lower level interlanguage different from higher level interlanguage?
• (3) How is the interlanguage system used to convey meaning?
• *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. “differences” and “difficulties” are not identical concepts.
• Can be done in two ways:
• (1) investigating the psychological, biological or neurological mechanisms involved in the production of interlanguage;
• (2) investigating the linguistic features of interlanguage.
Error analysis (EA)
• 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.
Errors & mistakes
• Errors ---- unintentionally deviant from the target language and not self-corrigible by the learner (failure in competence)；
• Mistakes ---- either intentionally or unintentionally deviant forms and selfcorrigible (failure in performance).
• Two main sorts of errors: Interlingual errors & intralingual errors
Interlingual errors
----Interlingual errors mainly result from crosslinguistic interference at different levels such as phonological, lexical, grammatical or discoursal etc.
Characteristics of interlanguage
• Interlanguage has three important characteristics: systematicity, permeability and fossilization.
• Fossilization---- a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.
• What learners produce, correct or wrong, are evidence or the approximation from their first language to the target language.
Interlanguage—output
• The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as INTERLANGUAGE.
Intralingual errors
The role of native language in 2nd language learning
Interlanguage (S. Pit Corder & Larry Selinker)
• Interlangauge ---- 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.
----The intralingual errors mainly from faulty or partial learning of the target language, independent of the native language.
• Two types of errors have been well exploited: overgeneralization & cross-association
• Jane advise me to give up smoking. Jane told me to give up smoking. *Jane hoped me to give up smoking. *Jane suggested me to give up smoking.
Cross-association
Chapter 11 Second Language Acquisition
Second Language Acquisition ---- formally established itself as a discipline around the 1970s, refers to the systematic study of how one person acquires a second language subsequent to his native language. Distinguish second language & foreign language
• It may also occurs at all levels of language from phonological to syntactic, e.g. The coffee is too hot to drink. *The apricot is too sour to eat it.
• It is often understood as a language system between the target language and the learner’s native language.
• Interlanguage is a dynamic language system, which is constantly moving from the departure level to the native-like level.
• SLA is different from first language acquisition.
• Interlanguage
Contrastive analysis (CA) (1960s)
• Positive transfer----facilitate target language learning
• Negative transfer----interfere or hinder target language learning
• It is believed that differences between the native language and the target language would pose difficulties in second/foreign language learning and teaching, e.g.
Connections between first language acquisition and second language acquisition
• The first language study has served as a backcloth for perceiving and understanding new facts about second language learning (Littlewood, 1986).
• Concerning the linguistic features of interlanguage, the following questions can be asked:
• (1) Linguistically, how is interlanguage in general different from the target language or the native language?
• Cross-association refers to the phenomenon that the close association of the two similar words often leads to confusion, .
• Other/another, much/many, stalagmite/stalactite…
Overgeneralization
Overgeneralization ---- the use of previously available strategies in new situations.
• Walked, watched, washed… *rided, *goed, *doed, *eated…
• (2) In what way is lower level interlanguage different from higher level interlanguage?
• (3) How is the interlanguage system used to convey meaning?
• *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. “differences” and “difficulties” are not identical concepts.
• Can be done in two ways:
• (1) investigating the psychological, biological or neurological mechanisms involved in the production of interlanguage;
• (2) investigating the linguistic features of interlanguage.
Error analysis (EA)
• 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.
Errors & mistakes
• Errors ---- unintentionally deviant from the target language and not self-corrigible by the learner (failure in competence)；
• Mistakes ---- either intentionally or unintentionally deviant forms and selfcorrigible (failure in performance).
• Two main sorts of errors: Interlingual errors & intralingual errors
Interlingual errors
----Interlingual errors mainly result from crosslinguistic interference at different levels such as phonological, lexical, grammatical or discoursal etc.
Characteristics of interlanguage
• Interlanguage has three important characteristics: systematicity, permeability and fossilization.
• Fossilization---- a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.
• What learners produce, correct or wrong, are evidence or the approximation from their first language to the target language.
Interlanguage—output
• The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as INTERLANGUAGE.