第二语言学习的语言的输入与互动

1.Nature of input modifications 输入修正的本质
Characteristics of foreigner talk 外国式谈话(5.1)
1、简单高频的词汇和短语； 2、 长时间的停顿； 3、放慢语调； 4、清晰发音； 5、声音大； 6、强调重点单词； 7、简化的语法结构； 8、主题化； 9、句法规律； 10、保留词组的形态
Modification of written input(5.2)
频繁的组织记号，例如大标题和链接； 清晰的主旨句； 强调中心句和同义词； 迅速列出重点； 细化和展开文化背景； 图表；规则；理解核实
5.2Modification of written input
2.Nature of interactional modification语言互动 修正的本质
Input and interaction
语言的输入与互动
The role of input
Language input to the learner is absolutely necessary for both L1 and L2 learning. Chapter 3 Krashen's Monitor Model considers comprehensible input not only necessary but sufficient to account for SLA. In this chapter, some researchers claim the nature and role of input and interaction in acquisition. Let's see them. 语言的输入对一语二语都是绝对必要的。第三章克拉申的监控假说 就认为理解性的输入对于二语习得来说是必要又充分的。本章节一 些研究者就解释了二语习得中输入和互动的本质与作用。
1.Nature of input modifications 输入修正的本 质
Speaking louder does no good at all 大声说话是无益的; Oral simplification of sentence structure may not be necessary简化 并不是很必要;
迈克尔･朗是马里兰大学帕克分校的二语习得的教授，因提出了互动理论著称，强调 面对面的互动。该理论存在于1980年，互动假说有两种形式：强式和弱式。强式能 够促进语言的发展，弱式的互动中学习者只能发现学习的机会，而不一定能充分利 用。
Similar to Krashen's input hypothesis, the interaction hypothesis claims that comprehensible input is important for language learning. It occurs in a conversation that one of the participants will say something that the other does not understand; the participants will then use various communicative strategies to help the interaction progress. The strategies used when negotiating meaning may include slowing down speech, speaking more deliberately, requests for clarification or repair of speech, or paraphrases. Interactions may serve as a way of focusing learners' attention on a difference between their knowledge of the target language and the reality of what they are hearing. 与克拉申的输入假说相似，互动假说认为可理解的输入对语言学习是非常重 要的。 对话中的一方如果表达的语言另一方不理解，则采取多样的交际策略 去促进互动。在意义协商时采取的策略包括放慢语速，说话谨慎，提问或者 纠正对话或者改述等等。互动能够使学习者在区分自身语言知识储备和所听 到的现实语言中的不同点上集中注意力。
Definition:When second language learners face communicative problems and they have the opportunity to negotiate solutions to them,they are able to acquire new language.This claim has been referred to as the Interaction Hypothesis, it also emphasizes the importance of comprehensible input but claims that it is most effective when it is modified through the negotiation of meaning. 二语学习者面对交际问题时，他们可以协商解决方法从而习得新语言。这就 是互动假设。这个理论认为可理解输入是习得之必须，在协商解决交际问题 的过程中出现的对交谈的互动结构的调整有助于使输入为学习者所理解。 Defect: Ignore autodidacts who teach themseleves from books and recordings. 忽视了单纯靠阅读与听力自学二语的人。
5.1Characteristics of foreigner talk
1.Nature of input modifications 输入修正的本 质
Teacher's modification of input by JoAnne Kleifgen 老师适应学生; For example: ___Mommy look at your work?(deletes does) ___You have Indians in Korea?(deletes do) Would you give us___pencil?(deletes a ) See,Siti's made___mouth real scary.(deletes the) Baby sitter take__care of baby.(deletes -s) Baby talk by Ferguson像对婴儿说的话; For example:yummy; you wanna pee?
5.3
2.Nature of interactional modifications语言互 动修正的本质
The role of interactional modification: This useful types of modification like repetition, paraphrase, expansion and elaboration, sentence completion, frame for substitution, vertical construction, comprehension check and request for clarification are important devices in the negotiation of meaning between native speakers and nonnative speakers which help in preventing or repairing breakdowns in communication. 语言互动修改中的一些策略例如重复，改述，详细阐述，补足断 句，句式替换，纵向结构（竖向结构），理解核实与提问都是一 语者与二语者对话中进行语义协商的重要手段，从而达到使交流 继续的效果。
a. NNS:John goed to town yesterday. NS:John goed to town?
b.NNS:This book is hard. NS:This book is hard.
4.Intake to cognitive processing内化到认知加 工
The modifications and collaborative efforts facilitate SLA because they contribute to the accessibility of input for mental processing.(Long) 修正和合作促进SLA，因为它是输入变成认知加工。 L2 is acquired in a dynamic interplay of external input and internal processes,with interaction facilitatingSLA.（Ellis) 二语学习要求外部输入与内部加工之间进行动力的相互影响。
3.Feedback反馈
Another type of interaction which can enhance SLA includes feedback from native speakers which makes nonativespeakers aware that their usage is not acceptable, and which provides a model for“correctness”. 二语习得提高的另一种方式是地道一语者对二语者的反馈，使 其改进语言。 While feedback is not necessary in L1, corrective feedback is common in L2. 一语习得过程中反馈不是必要的，但在二语中是必要的。