chapter11.language acquisition
新编简明英语语言学教程 第二版 戴炜栋11 Second Language Acquisition
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.
Characteristics of interlanguage
Interlanguage has three important characteristics: systematicity, permeability 渗透 性 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.
Chapter-11-Second-Language-Acquisition
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.
《英语语言学导论》(第四版Chapter11 Second Language Acquisition
11.2.2 Learner’s factors
• Learner’s factors mainly cover the following aspects:
• Motivation • Language aptitude • Age • Learning strategy
11.2.1 Social factors
Discussing Task
Group work: Have a discussion on the following questions.
1. How does (second) language acquisition take place?
2. How is foreign language learning different from second language acquisition?
The Symbolic Function of Words
Teaching Aims
1. To know what SLA is, and how the theories account for SLA. 2. To understand different factors affecting SLA 3. To know how learner’s language is analyzed 4. To cultivate students’ research awareness and innovative spirit in discovering and solving problems by analyzing the different kinds of errors and individual differeneces in SLA.
chapter11.language acquisition
The one-word or holophrastic stage
Characterized by speech in which single terms are uttered for everyday objects. Already extending their use Most verbs and nouns, infrequent function words
Pre-language stages
Cooing:3months old the first recognizalble sounds with velar consonants such as [k] [g] as well as high vowels such as [i] [u] Babbling:6months old fricatives, nasals, syllable type sounds 9months old recognizable intonation patterns,combination 10-11months old use vocalizations to express emotions and emphasis
Imitation and practice alone cannot explain some of the forms created by children.
Children appear to pick out patterns and then generalize or overgeneralize them to new contexts. They create new forms or new uses of words.
Chapter 11 Language Acquisition
语言学 第一语言习得
• Consider the following sequence between a mother and her 3-month-old daughter: Ann: (smiles) Mother: Oh, what a nice smile! Yes, isn’t that nice ?There. There's a nice little smile. Ann: (burps) Mother: What a nice wind as well! Yes, that's better, isn't it? Yes. Ann: (vocalizes) Mother: Yes! There’s a nice noise.
• 3 months old :velar consonants such as / k / and / g / as well as high vowels such as / I / and / u /; • By 6 months, fricatives and nasals ,such as mu and da. Around 9 months,recognizable intonation patterns over the consonant and vowel combinations • 10 and 11 months old,can use sounds to express emotions and emphasis.
Behaviorist learning theory (popular in the 1950s and 60s)
1. B.F. Skinner: the best-known advocator of behaviorist approach.
罗莹莹 chapter11 Theories of second language acquisition
理论（theory）：是以理论和证据为基础的、用于解 释某一事实或现象的普遍原理的陈述。理论比假说往 往更得到更有力的证明。 模式(model):在语言学里指的是确定语言的某些方面 或特征以便说明其结构或功能的系统方法。
假说(hypothesis)：指在研究中用量化的方法和统计 手段分析数据并就有关现象之间的已知关系或预计关 系作出推测。
Stephen Krashen (1941- )
In 1970s, American linguistic Krashen propounded the Monitor Model(监察模式), posits a distinction between “acquisition” and “learning.”
3. The natural order hypothesis
• Definition: the hypothesis that children acquiring their 2nd language acquire linguistic forms, rules, and items in a similar order. • The Natural Order hypothesis suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late.
新编简明英语语言学-Chapter-11-Second-language-acquisition
Chapter 11 Second language acquisition第二语言习得知识点：1.*Definition: second language acquisition; overgeneralization; interlanguage2.Connections between first and second language acquisition3.Contrastive analysis4.*Error analysis5.Characteristics of interlanguage6.*Krashen’s Input Hypothesis7.Individual Differences in second language acquisition: language aptitude; motivation;#learning strategies考核目标：识记：Definition: second language acquisition; overgeneralization; interlanguage领会：Connections between first and second language acquisition; Contrastive analysis; Error analysis; Characteristics of interlanguage; Individual Differences in second language acquisition简单应用：Krashen’s Input Hypothesis一、定义1. Second Language Acquisition(SLA)第二语言习得：refers to the systematic study of how one person acquires a second language subsequent to his native language. 指一个人在习得其母语之后是如何习得一门第二语言系统的研究。
语言学名词解释《最新文档》
Chapter 6: Pragmatics1. pragmatics: The study of how speakers uses sentences to effect successful communication.2. context: The general knowledge shared by the speakers and the hearers. (05)3. sentence meaning: The meaning of a self-contained unit with abstract and de-contextualized features.4. utterance meaning: The meaning that a speaker conveys by using a particular utterance in a particular context. (03).6. Speech Act Theory: The theory proposed by John Austin and deepened by Searle, which believes that we are performing actions when we are speaking. (05)7. constatives: Constatives are statements that either state or describe, and are thus verifiable. (06F)8. performatives:Performatives are sentences that don’t state a fact or describe a state, a nd are not verifiable.9. locutionary act: The act of conveying literal meaning by virtue of syntax, lexicon and phonology.10. illocutionary act:The act of expressing the speaker’s intention and performed in saying something. (06F)11. perlocutionary act: The act resulting from saying something and the consequence or the change brought about by the utterance.1. historical linguistics:A subfield of linguistics that study language change.2. coinage: A new word can be coined to fit some purpose. (03)3. blending:A blend is a word formed by combining parts of other words.5. borrowing:When different culture come into contact, words are often borrowed from one language to another. It is also called load words.6. back formation: New words may be coined from already existing words by subtracting an affix mistakenly thought to be part of the old word. Such words are called back-formation.7. functional shift: Words may shift from one part of speech to another without the addition of affixes.8. acronyms: Acronyms are words derived from the initials of several words.Chapter 8: Language And Society2. speech community: A group of people who form a community and share at least one speech variety as well as similar linguistic norms. (05)3. speech varieties: It refers to any distinguishable form of speech used by a speaker or a group of speakers.4. regional dialect: A variety of language used by people living in the same geographical region.5. sociolect: A variety of language used by people, who belong to a particular social class.6. registers : The type of language which is selected as appropriate to the type of situation.7. idiolect :A person’s dialect of an individual speaker that combines elements, regarding regional, social, gender and age variations. (04)10. field of discourse : the purpose and subject matter of the communicative behavior..11. tenor of discourse: It refers to the role of relationship in the situation in question: who the participants in the communication groups are and in what relationship they stand to each other.12. mode of discourse: It refers to the means of communication and it is concerned with how communication is carried out.13. standard dialect: A superposed variety of language of a community or nation, usually based on the speech and writing of educated native speakers of the language.14. formality: It refers to the degree of formality in different occasions and reflects the relationship and conversations. According to Martin Joos, there are five stages of formality, namely, intimate, casual, consultative, formal and frozen.15. Pidgin: A blending of several language, developing as a contact language of people, who speak different languages, try to communication with one another on a regular basis.16. Creole : A pidgin language which has become the native language of a group of speakers used in this daily life.17. bilingualism : The use of two different languages side by side with each having a different role to play, and language switching occurs when the situation changes.(07C)18. diaglossia : A sociolinguistic situation in which two different varieties of language co-exist ina speech community, each having a definite role to play.Chapter 9: Language And Culture1. culture : The total way of life of a person, including the patterns of belief, customs, objects, institutions, techniques, and language that characterizes the life of human community.5. linguistic relativity : A belief that the way people view the world is determined wholly or partly by the structure of their native language-----又叫Sapir-Whorf Hypothesis. (06C)7. denotative meaning: It refers to the literal meaning, which can be found in a dictionary.8. connotative meaning: The association of a word, apart from its primary meaning.9. iconic meaning: The image of a word invoked to people.Chapter 10: Language Acquisition1. language acquisition:It refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.2. language acquisition device (LAD): A hypothetical innate mechanism every normal human child is believed to be born with, which allow them to acquire language. (03)4. motherese: A special speech to children used by adults, which is characterized with slow rate of speed, high pitch, rich intonation, shorter and simpler sentence structures etc.----又叫child directed speech，caretaker talk.(05)6. under-extension: Use a word with less than its usual range of denotation.7. over-extension: Extension of the meaning of a word beyond its usual domain of application by young children.Chapter 11 : Second Language Acquisition1. second language acquisition: It refers to the systematic study of how one person acquires a second language subsequent to his native language.2. target language: The language to be acquired by the second language learner.3. second language: A second language is a language which is not a native language in a country but which is widely used as a medium of communication and which is usually used alongside another language or languages.4. foreign language: A foreign language is a language which is taught as a school subject but which is not used as a medium of instruction in schools nor as a language of communication within a country.5. interlanguage: A type of language produced by second and foreign language learners, who are in the process of learning a language, and this type of language usually contains wrong expressions.6. fossilization: In second or foreign language learning, there is a process which sometimes occurs in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.12. interlingual error: errors, which mainly result from cross-linguistic interference at different levels such as phonological, lexical, grammatical etc.13. intralingual error: Errors, which mainly result from faulty or partial learning of the target language, independent of the native language. The typical examples are overgeneralization and cross-association.14. overgeneralization: The use of previously available strategies in new situations, in which they are unacceptable.15. cross-association: some words are similar in meaning as well as spelling and pronunciation. This internal interference is called cross-association.16. error: the production of incorrect forms in speech or writing by a non-native speaker of a second language, due to his incomplete knowledge of the rules of that target language.17. mistake: mistakes, defined as either intentionally or unintentionally deviant forms andself-corrigible, suggest failure in performance.21. acquisition: Acquisition is a process similar to the way children acquire their first language. It is a subconscious process without minute learning of grammatical rules. Learners are hardly awareof their learning but they are using language to communicate. It is also called implicit learning, informal learning or natural learning.24. language aptitude: the natural ability to learn a language, not including intelligence, motivation, interest, etc.25. motivation:motivation is defined as the learner’s attitudes and affective state or learning drive.26. instrumental motivation: the motivation that people learn a foreign language for instrumental goals such as passing exams, or furthering a career etc. (06C)27. integrative motivation: the drive that people learn a foreign language because of the wish to identify with the target culture. (06C/ 05)28. resultative motivation: the drive that learners learn a second language for external purposes. (06F)29. intrinsic motivation: the drive that learners learn the second language for enjoyment or pleasure from learning.30. learning strategies:learning strategies are learners’ co nscious goal-oriented andproblem-solving based efforts to achieve learning efficiency.31. cognitive strategies: strategies involved in analyzing, synthesis, and internalizing what has been learned. (07C/ 06F)32. metacognitive strategies: the techniques in planning, monitoring and evaluating one’s learning.33. affect/ social strategies: the strategies dealing with the ways learners interact or communicate with other speakers, native or non-native.。
Chapter11LanguageAcquisition第二语言习得
Chapter11LanguageAcquisition第二语言习得Chapter 11 Language Acquisition①Questions for discussion:1. Why can children acquire their mother tongue effectively and effortlessly?2. Is there a critical period for learning the first or second language?3. What are the differences between L1 aquisition and L2 learning?11.1 Important Distinctions11.1.1 Acquisition vs. learning 习得与学习★The distinction was made by Stephen Krashen (1982) as part of his Monitor Theory. Acquisition is the subconcious process of “pick up” a language through exposure. Learning refers to the conscious process of studying a language.11.1.2 Second language vs. foreign language★A second language (L2) is any language learned after the first language or mothertongue (L1), e.g. English in India.A foreign language is any language learned for use in an area where that languageis not generally spoken, e.g. English in China.11.1.3 Language acquisition vs. second language acquisition (SLA)★Language acquisition usually refers to first language acquisition, which means the children’s acquisition of their native/mother language.SLA is the process by which people of a language can learn a second language in addition to their native language.11.2 First Language Acquisition11.2.1 Theories of FLA (also Child Language Acquisition)◆Behaviorism: Language learning is simply a matter of imitation and habit formation.Innatism: Human beings are biologically programmed for language, like walking.(Language Acquisition Device and Universal Grammar)Interactionism: Language develops as a result of the complex interplay between children and the environment, and the modified language (motherese/caretaker talk/child directed speech保姆式语言) is crucial.Questions for discussion:1. How do you think of the three theories about language acquisition?①教材中没有关于language acquisition的独立章节，这里本章内容部分来自课本第六、十一章，其他内容来自其他语言学书。
语言学教案 Chapter 11
little variation in degree of success or route target language competence
L2 learners vary in overall success and route L2 learners may be content with less than target language competence or more concerned with fluency than accuracy common, plus backsliding (i.e. return to earlier stages of development
7. Instruction not needed 8. Negative evidence correction not found and not necessary
Similarities between L2 learning and L1 acquisition? A continuing theme has been whether people acquire a second language in the same way as a first. If the L2 stages outlined above are also followed by L1 children, both groups are probably using the same learning process. The L2 sequence for English grammatical morphemes was similar, though not identical, to that found in L1 acquisition by Brown (1972), the greatest differences being the irregular past tense 三门峡职业技术学院 新编简明英语语言学教案 0398-2183570
Chapter 11 Second Language Acquisition
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L1
FL/SL(TL)
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Interlanguage (IL)
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NL: TL comparisons ( Contrastive Analysis)
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IL: TL comparisons (Error Analysis)
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NL:IL comparisons (Transfer Analysis)
11.3. Contrastive analysis (CA) (1960s)
11.4 Error analysis (EA)
• Error analysis involves, first independently or objectively,
describing the learners’ interlanguage and the target language, then a comparison of the two languages is followed to locate mismatches. Different from contrastive analysis, error analysis gave less consideration to learners’ native language.
11. Some students do not care others. 12. They are busy searching jobs. 13. It has been existed for a long time. 14. The bus is arrived. 15. You should return the library the books. 16. He reported the police the accident. 17. I forgot the car accident happened at the corner of that
language acquisition 英语专业语言学PPT
Differences between L1 Acquisition and L2 Learning
But L2 learning is different. The bulk of the evidence indeed comes from sentences the learner hears—positive evidence from linguistic input. But the L2 learners also has the L1 available to them. Negative evidence can be used to work out what does not occur in L2 but might be expected to occur if it were like L1.
The Critical Period Hypothesis
(Brown 123) Scovel finds no evidence to support a critical period for the acquisition of syntax or lexicon. “Joseph Conrad effect” shows adults can master certain aspects of a foreign language even well into adulthood.
Universal Grammar (UG)
Chomsky and those working in a broadly Chomskyan framework note various factors which they claim support the idea that humans are innately (genetically) endowed with universal language-specific knowledge, or what Chomsky calls Universal Grammar (UG).
Language Aquisition
language learning
In schools Conscious process Knowledge of rules Explicit knowledge Declarative knowledge
The behaviorist approach Background: a psychological theory of learning ( 1940s and 1950s) Its best-know advocator was B.F. Skinner. The behaviorist view: 1. There is nothing linguistic in the mind of the newborn baby. 2. Language learning is the result of imitation, practice, feedback on success, and habit formation.
Terminology: first language, native language, mother tongue= L1 = NL second language= L2 = SL second langage acquisition =SLA = L2 acquisition foreign language= FL target language =TL contrastive analysis error analysis
The differences between learning and acquisition:
language acquisition
In communicative settings Subconscious process Acquired competence Implicit knowledge Procedural knowledge
新11Language aquisition
Role of L1 in L2 Acquisition: Language transfer: the effect of one language on the learning of another. Two types of language transfer: Negative transfer负迁移 also known as interference, the use 负迁移, 负迁移 of a native language pattern or rule which leads to an error or inappropriate form in the target language. 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.
meaning in both languages.
3. Error analysis the study and analysis of the errors made by second language learners . It is developed as a branch of applied linguistics in the 1960s, and entered its heyday in the 1970s. It set out to demonstrate that many learner errors were not dut to the learner’s mother tongue but reflected universal learning strategies. By the late 1970s, error analysis had already been replaced by studies of interlanguage 语际语言and Second Language Acquisition. Two types of errors: Intralingual 语内 errors mainly result from faulty or partial learning of the target language, independent of the native language. Intralingual errors were classified into: over-generalization概括过头 the use of previously available strategies in new situations. 学生以为自己已经知道某一语言规则，但实际上并非真正了 解，或者是由于他们的直觉，甚至是在其他场合的一些交际策略
大学英语语言学Chapter_11_SLA
Chapter 11 SLAIntroductionDefinition:1 Second Language Acquisition (SLA) refers to the systematic study of how one person acquiresa second language subsequent to his native language.2 L2 acquisition can be defined as the way in which people learn a language other than their mother tongue, inside or outside of a classroom.The goals of SLA are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others. (Rod Ellis 1985)Connections between FLA and SLAFirst language study has served as a backcloth for perceiving and understanding new facts about second language learning.Second language learners generally fail to attain native-like competence. Interlanguage.Points of comparison for successive foreign language learning paradigms▪NL: TL comparisons (Contrastive analysis)▪IL: TL comparisons (Error analysis)▪NL: IL comparisons (Transfer analysis)The role of native language in SLALanguage transfer: The differences between native and target languages would either lead to positive transfer or negative transfer, also known as interference.迁移是指目标语和其他任何已经习得的（或者没有完全习得的）语言之间的共性和差异所造成的影响。
Language acquisition语言的习得
We are not born speaking! Language must be acquired.
What is language acquisition?
◆A child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.
Chomsky proposed that human beings are born with innate ability known as Language Acquisition Device. (语言习得机制，简称LAD) Later, Chomsky referred this endowment as Universal Grammar. (普遍语法，简称UG)
◆ 1st language acquisition
Follow milestones
What are the two factors concerning child language acquisition theories?
1. Linguistic environment children are exposed to; 2. The age they start to learn the language.
Children’s acquisition of these grammatical rules is guided by principles of an innate UG.
3) An interactionist view of language acquisition
语言学导论- 语言习得PPTLanguage Acquisition
•
eg. ‘present relevance’ & the perfect tense
• The cognitive factors determine how the child makes sense of the linguistic system himself instead of what meanings the child perceives and expresses. • eg. three stages in the process of learning the
• Language acquisition refers to the child’s acquisition of his mother tongue.
e.g. how the child comes to understand and speak the language of his community.
negative form.
10.4 Language environment and the Critical Period Hypothesis
• All child language acquisition theories talk about the roles of two factors to different degrees: the linguistic environment children are exposed to and the age they start to learn the language.
• Practice: repetitive manipulation of one structure / pattern
e.g. I can handle it, Hannah can handle it. WE can handle it.
新编简明英语语言学教程 第二版 戴炜栋11 Second Language Acquisition(课堂PPT)
Mentalists (心灵主义者) argued that few errors were
caused by language transfer; transfer is not transfer,
but a kind of mental process.
13
2nd language learning models and
4
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.
▪ *To touch the society .
▪ *There are more people come to study in the states.
▪ *I wait you at the gate of the school.
3
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.
Chapter 11 课后答案
Chapter11 答案Language Acquisition1. Define the following terms briefly.(1)first language acquisition: the learning and development of a person’s nativelanguage.(2)behaviorist approach: The approach views language as behavior and believesthat language learning is simply a matter of imitation and habit formation.(3)innateness approach: This approach holds that the ability to acquire a humanlanguage is part of the biologically innate equipment of the humanbeing, and that an infant is born with this ability just as it is born with twoarms, two legs, and a beating heart.(4)second language acquisition: the acquisition of another language or languagesafter the first language is on the way or completed.(5)contrastive analysis: a method of analyzing languages for instructional purposeswhereby a native language and target language are compared with aview to establishing points of difference likely to cause difficulties for learners.(6)error analysis: the study and the analysis of the errors made by second andforeign language learners in order to identify causes of errors or common difficulties in language learning.(7) language aptitude: the natural ability to learn a language, not including intelligence,motivation, interest, etc.(8)field dependence: a learning style in which a learner tends to look at thewhole while overlooking the many parts it contains. The learner has difficultyin studying a particular item when it is embedded within a field of other items.(9)field independence: a learning style in which a learner is able to identify orfocus on particular items and is not distracted by other items in the backgroundor context.(10) learning strategy: It refers to the particular approaches or techniques thatlearners use to try to learn a second language.2.Omitted.3.Omitted.4.This is called “overgeneralization” in second language learning. If second languagelearners produce forms such as goed, sheeps and coulds, they may know some regularrules of English but apply them in the wrong place. Here they mistakenly copythe general rules of forming the past forms with “ed”, plurals with “s” and thirdperson singulars with “s”. This kind of errors is caused largely due to the nonnativespeaker’s incomplete knowledge of the rules of the target language. Forexample, an English learner may produce sentence like *“He speaked English” , oruse * mans instead of men for the plural of man.5.Mandarin Chinese will interfere with our English studies in the following ways:The commonest way is the interference of Mandarin Chinese grammar. SomeEnglish learners may produce sentence like “He comes from China, Bejing” followingthe word order of Mandarin Chinese instead of the correct English wordorder “He comes from Beijing, China”, or produce sentence like “Yesterday I wentto town” instead of “I went to town yesterday”. The interference also shows up inpronunciation. Many speech sounds in English do not appear in Chinese, such as/e/, /8/. Thus it is difficult for us to pronounce them correctly. More interferencecan also be found in semantics and pragmatics.6.(1) The choice of the word “hinder” here is not appropriate. This kind of error isintralingual. It originates from faulty or partial learning of the target language.In this situatio n we may say “Please don’t disturb me.”(2)The answer to this question is incorrect. The correct answer should be “No,certainly not.” This kind of error is interlingual. It originates from the negativetransfer of Chinese.(3)The correct sentence sh ould be “During the meeting we talk about/discussthe research project.” This kind of error results from cross-association, onekind of intralingual errors. Meanings of the two words (talk and discuss) arealike, but their usage is different. Their similarity leads to confusion.(4)The correct sentence structure should be “She catches cold easily.” This kindof error is called interlingual error which is produced according to the wordorder of Chinese (“他容易感冒”).(5)The correct answer should be “The light can impress the film and in this wayfix the image of the film.” This kind of error is intralingual error. It originatesfrom faulty or partial learning of the target language.(6)The correct form should be “The scenery is too beautiful to describe.” Thisis intralingual error which is caused by the influence of one target languageitem upon another.7.If some learners’ interlanguage is said to have “fossilized”, they have developed afairly fixed repertoire of L2 forms, containing many features which do not progressany further. Aspects of pronunciation, vocabulary usage, and grammar maybecome fossilized in second or foreign language learning. However, an interlanguageis not designed to fossilize. It will naturally develop and become a more effectivemeans of communication, given appropriate conditions.8.It is true that some people are more likely to fossilize than others. It is believedthat certain personality traits are important predictors of success in second languagelearning, such as introversion versus extroversion. Extroverts are generallymore sociable and gregarious. If they are learning in the L2 environment,extroverts will be more actively involved in the language than their introvertclassmates. They will be more responsive to the input they get, be keener to tryproducing their own L2 utterances, so they have more opportunities to build upand test the language structures, making them less likely to fossilize. In languagelearning environments the tendency for fossilization might be reversed.。
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doctor. Randall (36 months): Why? So he can doc my little bump?”
Son: I putted the I put the plates on the table. Son: No, I putted them on all by myself.
First Language Acquisition
Behaviorism (行为主义) B.F .Skinner (B.F.斯金纳) “stimulus-response-imitation-reinforcement” approach Say What I Say
Children‟s imitations are not random: Their imitation is selective and based on what they are currently learning. They choose to imitate something they have already begun to understand, rather than simply imitating what is available in the environment.
Their practice of language forms is also
selective and reflects what they would like to learn. They are often in charge of the conversation with adults.
The one-word or holophrastic stage
Characterized by speech in which single terms are uttered for everyday objects. Already extending their use Most verbs and nouns, infrequent function words
First Language Acquisition
Why do we call it language acquisition? Learning Intentional process Presupposes teaching Teacher controls pace Acquisition Unconscious process Does not presuppose teaching Child controls pace
Acquisition vs. Learning
Acquisition习得: refers to the gradual development of ability in a language by using it naturally in communicative situations.
Prelinguistic Sounds 前语言声音
0-1 mo. Sleep, eat, cry 1 mo. Intonational (语调) patterns
2-5 mos. Cooing (咕咕) stage
5-12 mos. Babbling (婴儿发出的咿呀之声)
stage
Learning学习: applied to a conscious process of accumulating knowledge of the vocabulary and grammar of a language, particularly through formal instruction.
Universal Grammar (普遍语法 ) Linguist Noam Chomsky We are not born knowing Chinese, or English, or Thai. Rather, we are born with innate knowledge of certain universal structures.
However, children do use language creatively, not just repeat what they have heard.
Patterns in language
Mother: Maybe we need to take you to the
One-word Stage (holophrastic) (单词句的)
1 yr. emergence of first word
1 yr., 6 mos. Holophrastic stage
intonation layers on meaning „fis‟ phenomenon
4. Instruction and L2 acquisition
Language Acquisition
First language acquisition
Second language acquisition
1. First language acquisition
Language was a creative act of the individual and that humans had an innate capacity for language, which by no means endowed by culture. -----Von humbolt The individual‟s potential for language is universal. ------Chomsky
Chapter 11 Language Acquisition
语言习得
Main contents
1. First language acquisition
2. Second language acquisition
3. Individual differences in L2 acquisition
1.1 Two approaches to Language Acquisition
A. Behaviorist approach 行为主义方法 B. Innateness approach 天赋取向法
First Language Acquisition
A. Behaviorism (行为主义) We learn language through a process of stimulus (hearing, input) and response. Correct responses are rewarded, as is our correct language use, which increases over time. Key phrase: Habit Formation Pavlov (巴甫洛夫) Conditioned reflex (条件反射)
Innatism(天赋论): It’s all in your mind
The biological basis for the innatist position:
The Critical Period Hypothesis (CPH)（关键
期假说） –Lenneberg: There is a specific and limited time period (i.e., “critical period”) for the LAD to work successfully.
Children‟s practice of new language forms
The way they practice new forms is very similar
to the way foreign language students do substitution drills(替换练习).
First Language Acquisition
B. The innateness (天赋) approach We are born with a Language Acquisition Device (LAD) and access to Universal Grammar (UG).
Pre-language stages 前语言阶段（3－10
months）
The one-word or holophrastic stage
独词或整体语阶段(12－18months)
The two-word stage 双语阶段（18－20months） Multiple-word stage 多词句阶段 ( 2－3yrs)
Pre-language stages
Cooing:3months old the first recognizalble sounds with velar consonants such as [k] [g] as well as high vowels such as [i] [u] Babbling:6months old fricatives, nasals, syllable type sounds 9months old recognizable intonation patterns,combination 10-11months old use vocalizations to express emotions and emphasis
First Language Acquisition
“UG consists of a set of innate (天生的), abstract, linguistic principles which govern what is possible in human language” (LarsenFreeman & Long, p. 230). Children are born with a specific innate ability to discover for themselves the underlying rules of a language system on the basis of the samples of a natural language they are exposed to. Key Phrase: Rule Formation