二语习得Second Language Acquisition教学内容
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to contain general principles underlying all languages.
语言习得机制. 二十世纪60年代和70年代乔姆斯基及其 他学者认为每一个正常的人生来就有一个语言习得机
制。语言习得机制包括人类语言本质及结构的基本知
识。
78
Second Language Acquisition
(任务性方法)
(cognitive science, functional view of language, comprehensible input, output, motivation…)
75+1
Second Language Acquisition
Gass 's framework for investigating L2 acquisition
86xx p15
Second Language Acquisition
Noticing is of considerable theoretical importance because it accounts for which features in the input are attended to and so become intake. For noticed input to become intake, learners have to carry out a comparison of what they have observed in the input and what they themselves are typically producing on the basis of their current interlanguage system. This is a conscious process, referred to as ‘noticing the gap’.
eg. watashiwa Nihonjin desu
第二语言习得的调查以参数的重新设定为主。例如说日语的人学英语就得重新设 定’中心参数’,使之从‘中心词为后’,调整至’中心词为先’。 79xx
Second Language Acquisition
UG principle The principle of structure-dependency（结构依存关系）which states
Second Language Acquisition
The relationship between explicit and implicit knowledge, then, continues to be a key issue. One possibility, is that explicit knowledge functions as a facilitator, helping learners to notice features in the input which they would otherwise miss and also to compare what they notice with what they produce. In a sense, explicit knowledge may contribute to ‘intake enhancement’, but it will only be one of several factors that does this.
Second Language Acquisition
Implicit learning is coming to learn the underlying structure of a complex stimulus environment by a process which takes place naturally, simply and without conscious operations. Explicit learning is a more conscious operation where the individual makes and tests hypotheses.
Second Language Acquisition
Your cat is friendly. Is your cat friendly?
The car hit the girl. The girl was hit by the car.
Structure-dependency can therefore be put forward as a universal
75
Second Language Acquisition
1. The Grammar-Translation Method (structuralism) 2. The Audio-Lingual Method (听说法) (structuralism, behaviorism s-r) 3. Communicative Language Teaching （交际法语言教学） (cognitive science, linguistic competent, communicative competent) 4. Content-based, Task-based Approaches （学科性方法）
that language is organized in such a way that it crucially depends on the structural relationships between elements in a sentence (such as words, morphemes, etc.) Examples: (a) She bought a new car yesterday. (b) (My friend) bought a new car yesterday. (c) (The friend that I met in America last year) bought a new car yesterday. (d) (The friend I am closest to and who was so supportive when I lost my job two years ago) bought a new car yesterday. 79+
not enough for the learner to be exposed to it through comprehensible input. The learner must actually notice what it is in that input that makes the meaning. This idea has raised a considerable amount of interest in the context of instructed second language learning.
77
Second Language Acquisition
A. Linguistic Perspectives
UG grammar
LAD: Chomsky inferred that children must have an innate language faculty. This faculty, originally referred to as the language acquisition device. And later UG which was said
presence of a specialized module of human mind containing innate knowledge of principles common to all languages.
76
Second Language Acquisition
b. In contrast, most psychologists have argued that language is processed by general cognitive mechanisms that are responsible for a wide range of human learning and information processing and requires no specialized module.
principle of language: whenever elements of the sentence are moved to
Hale Waihona Puke Second Language Acquisition
2. Theories of L2 learning Internal and external factors in the learning process a. Some linguistics: Language acquisition is based on the
In a broader context, a knowledge of second language acquisition may help educational policy makers set more realistic goals for programs for both foreign language courses and the learning of the majority language by minority language children and adults.
UG 普遍语法 According to UG theory acquiring a language means
applying the principles of UG grammar to particular language, e.g. English, French or German, and learning which value is appropriate for each parameter. 根据普遍语法理论，习得一种语言意味着将普遍语法 的原则应用于某一具体的语言，如英语，法语或德语， 并理解哪个值适用于哪个参数。
explicit knowledge
L2 Input
noticed input
comprehended input
intake
implicit knowledge
L2 output
Second Language Acquisition
Noticing In order for some feature of language to be acquired, it is
二语习得Second Language Acquisition
Second Language Acquisition
Practical importance: arises from the assumption that an understanding of how language are learned will lead to more effective teaching practice.
79xx
Second Language Acquisition
In the second language acquisition the investigations have centered around the ‘resetting’ of parameters. For example, Japanese speakers acquiring English would need to ‘reset’ the head parameter from a ‘head-last’ to a ‘head-first’ position.
语言习得机制. 二十世纪60年代和70年代乔姆斯基及其 他学者认为每一个正常的人生来就有一个语言习得机
制。语言习得机制包括人类语言本质及结构的基本知
识。
78
Second Language Acquisition
(任务性方法)
(cognitive science, functional view of language, comprehensible input, output, motivation…)
75+1
Second Language Acquisition
Gass 's framework for investigating L2 acquisition
86xx p15
Second Language Acquisition
Noticing is of considerable theoretical importance because it accounts for which features in the input are attended to and so become intake. For noticed input to become intake, learners have to carry out a comparison of what they have observed in the input and what they themselves are typically producing on the basis of their current interlanguage system. This is a conscious process, referred to as ‘noticing the gap’.
eg. watashiwa Nihonjin desu
第二语言习得的调查以参数的重新设定为主。例如说日语的人学英语就得重新设 定’中心参数’,使之从‘中心词为后’,调整至’中心词为先’。 79xx
Second Language Acquisition
UG principle The principle of structure-dependency（结构依存关系）which states
Second Language Acquisition
The relationship between explicit and implicit knowledge, then, continues to be a key issue. One possibility, is that explicit knowledge functions as a facilitator, helping learners to notice features in the input which they would otherwise miss and also to compare what they notice with what they produce. In a sense, explicit knowledge may contribute to ‘intake enhancement’, but it will only be one of several factors that does this.
Second Language Acquisition
Implicit learning is coming to learn the underlying structure of a complex stimulus environment by a process which takes place naturally, simply and without conscious operations. Explicit learning is a more conscious operation where the individual makes and tests hypotheses.
Second Language Acquisition
Your cat is friendly. Is your cat friendly?
The car hit the girl. The girl was hit by the car.
Structure-dependency can therefore be put forward as a universal
75
Second Language Acquisition
1. The Grammar-Translation Method (structuralism) 2. The Audio-Lingual Method (听说法) (structuralism, behaviorism s-r) 3. Communicative Language Teaching （交际法语言教学） (cognitive science, linguistic competent, communicative competent) 4. Content-based, Task-based Approaches （学科性方法）
that language is organized in such a way that it crucially depends on the structural relationships between elements in a sentence (such as words, morphemes, etc.) Examples: (a) She bought a new car yesterday. (b) (My friend) bought a new car yesterday. (c) (The friend that I met in America last year) bought a new car yesterday. (d) (The friend I am closest to and who was so supportive when I lost my job two years ago) bought a new car yesterday. 79+
not enough for the learner to be exposed to it through comprehensible input. The learner must actually notice what it is in that input that makes the meaning. This idea has raised a considerable amount of interest in the context of instructed second language learning.
77
Second Language Acquisition
A. Linguistic Perspectives
UG grammar
LAD: Chomsky inferred that children must have an innate language faculty. This faculty, originally referred to as the language acquisition device. And later UG which was said
presence of a specialized module of human mind containing innate knowledge of principles common to all languages.
76
Second Language Acquisition
b. In contrast, most psychologists have argued that language is processed by general cognitive mechanisms that are responsible for a wide range of human learning and information processing and requires no specialized module.
principle of language: whenever elements of the sentence are moved to
Hale Waihona Puke Second Language Acquisition
2. Theories of L2 learning Internal and external factors in the learning process a. Some linguistics: Language acquisition is based on the
In a broader context, a knowledge of second language acquisition may help educational policy makers set more realistic goals for programs for both foreign language courses and the learning of the majority language by minority language children and adults.
UG 普遍语法 According to UG theory acquiring a language means
applying the principles of UG grammar to particular language, e.g. English, French or German, and learning which value is appropriate for each parameter. 根据普遍语法理论，习得一种语言意味着将普遍语法 的原则应用于某一具体的语言，如英语，法语或德语， 并理解哪个值适用于哪个参数。
explicit knowledge
L2 Input
noticed input
comprehended input
intake
implicit knowledge
L2 output
Second Language Acquisition
Noticing In order for some feature of language to be acquired, it is
二语习得Second Language Acquisition
Second Language Acquisition
Practical importance: arises from the assumption that an understanding of how language are learned will lead to more effective teaching practice.
79xx
Second Language Acquisition
In the second language acquisition the investigations have centered around the ‘resetting’ of parameters. For example, Japanese speakers acquiring English would need to ‘reset’ the head parameter from a ‘head-last’ to a ‘head-first’ position.