语言学二语习得
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e.g. Both French and English have the word table, which can have the same 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 By the late 1970s, error analysis had already been replaced by studies of interlanguage 语际语言 and Second Language Acquisition.
e.g.walked, watched, washed… *rided, *goed, *doed, *eated…
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. *I losed the game. *There are ten sheeps. *I was devoted to do this job.)
Two types of errors:
Intralingual 语内 errors mainly result from faulty or partial learning of the target language, independent of the native language.
CHAPTER TWELVE LANGUAGE ACQUISITION
1. What is Language Acquisition? 2. Contrastive analysis 3. Error analysis 4. Interlanguage 5. Comprehensible Input and L2 Acquisition 6. Individual factors affecting SLA
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
Cross-association互相联想 refers to the
phenomenon that the close association of the two similar words often leads to confusion, e.g. Other/another, much/many, … It may also occurs at all levels of language from phonological to syntactic, e.g.
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,Fra Baidu bibliotekthe use of a native language pattern or rule which leads to an error or inappropriate form in the target language.
target language: a language which a person
is learning.
Second Language Acquisition (SLA)
The study of SLA, as an independent field of inquiry, started in the late 1960’s, and flourished in the 1970’s and 80’s, perhaps as a result of the resurgence of interest in the internal mechanisms of the language teaching and learning process.
2. Contrastive analysis / CA
a procedure designed to find out the differences and similarities between languages in order to help teachers and learners, and not produce errors at all. It was developed and practiced in the 1950s and 1960s. It was more successful in phonology than in other areas of language, and declined in the 1970s as interference was replaced by other explanations of learning difficulties.
Interlingual errors mainly result from crosslinguistic interference at different levels such as phonological, lexical, grammatical or discoursal etc. For examples,
*To touch the society .
*There are more people come to study in the states.
*I wait you at the gate of the school.
Positive transfer :正迁移 transfer which makes learning easier, and may occur when both the native language and target language have the same form. Positivetransfer----facilitate target language learning
The coffee is too hot to drink.
* The apple is too sour to eat it.
Interlingual 语际 errors result from language transfer, i.e. which
is caused by the learner’s native language. e.g.
languages. English is described as a second language in countries such as Singapore,
Canada and Nigeria.
foreign language: a language which is
taught as a school subject but which is not used as a medium of instruction nor as a language of communication within a country e.g. in government, business, or industry. English is described as a foreign language in China, Japan, France etc.
second language / L2: a language which is
not a native language in a country but which is widely used as a medium of communication e.g. in education & in government and which is usually used alongside another language or
a. Substitution of [t] for [ ] and [d] for [ ]: threetree, thisdis.
First language; Second language; Foreign language ; Target language
first language / L1: generally a person’s
mother tongue or the language acquired first, also known as native 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.
* Someone is knocking the door.
* My opinion differs with yours.
* --- Is he tired? ---Tired. * What’s your name? My name Smith.
* My family has 5 people. .
1. What is language acquisition?
the learning and the development of a person’s language.
It is studied by linguists, psycholinguists and applied linguists to enable them to understand the processes used in learning a language, help identify stages in the developmental process, and to give a better understanding of the nature of language. It focuses on the study of the development of phonology, grammar, vocabulary and communicative competence.
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.
e.g.walked, watched, washed… *rided, *goed, *doed, *eated…
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. *I losed the game. *There are ten sheeps. *I was devoted to do this job.)
Two types of errors:
Intralingual 语内 errors mainly result from faulty or partial learning of the target language, independent of the native language.
CHAPTER TWELVE LANGUAGE ACQUISITION
1. What is Language Acquisition? 2. Contrastive analysis 3. Error analysis 4. Interlanguage 5. Comprehensible Input and L2 Acquisition 6. Individual factors affecting SLA
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
Cross-association互相联想 refers to the
phenomenon that the close association of the two similar words often leads to confusion, e.g. Other/another, much/many, … It may also occurs at all levels of language from phonological to syntactic, e.g.
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,Fra Baidu bibliotekthe use of a native language pattern or rule which leads to an error or inappropriate form in the target language.
target language: a language which a person
is learning.
Second Language Acquisition (SLA)
The study of SLA, as an independent field of inquiry, started in the late 1960’s, and flourished in the 1970’s and 80’s, perhaps as a result of the resurgence of interest in the internal mechanisms of the language teaching and learning process.
2. Contrastive analysis / CA
a procedure designed to find out the differences and similarities between languages in order to help teachers and learners, and not produce errors at all. It was developed and practiced in the 1950s and 1960s. It was more successful in phonology than in other areas of language, and declined in the 1970s as interference was replaced by other explanations of learning difficulties.
Interlingual errors mainly result from crosslinguistic interference at different levels such as phonological, lexical, grammatical or discoursal etc. For examples,
*To touch the society .
*There are more people come to study in the states.
*I wait you at the gate of the school.
Positive transfer :正迁移 transfer which makes learning easier, and may occur when both the native language and target language have the same form. Positivetransfer----facilitate target language learning
The coffee is too hot to drink.
* The apple is too sour to eat it.
Interlingual 语际 errors result from language transfer, i.e. which
is caused by the learner’s native language. e.g.
languages. English is described as a second language in countries such as Singapore,
Canada and Nigeria.
foreign language: a language which is
taught as a school subject but which is not used as a medium of instruction nor as a language of communication within a country e.g. in government, business, or industry. English is described as a foreign language in China, Japan, France etc.
second language / L2: a language which is
not a native language in a country but which is widely used as a medium of communication e.g. in education & in government and which is usually used alongside another language or
a. Substitution of [t] for [ ] and [d] for [ ]: threetree, thisdis.
First language; Second language; Foreign language ; Target language
first language / L1: generally a person’s
mother tongue or the language acquired first, also known as native 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.
* Someone is knocking the door.
* My opinion differs with yours.
* --- Is he tired? ---Tired. * What’s your name? My name Smith.
* My family has 5 people. .
1. What is language acquisition?
the learning and the development of a person’s language.
It is studied by linguists, psycholinguists and applied linguists to enable them to understand the processes used in learning a language, help identify stages in the developmental process, and to give a better understanding of the nature of language. It focuses on the study of the development of phonology, grammar, vocabulary and communicative competence.