二语习得理论

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Behaviorism
Criticisms about the CAH:
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Interactionism Important Characteristics: - physical interaction with the environment - social interaction with people - modified interaction - social cultural theory and ZPD (zone of proximal development) Application to SLA: - modified interaction - sociocultural theory and ZPD Focus on the linguistic aspects of: - language use - social functions
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Differences in Learning L1 & L2
A child or adult learning a second language
is different from a child acquiring a first language in terms of both
Behaviorism Important Characteristics: - Imitation - Practice - Reinforcement - Habit-formation Application to SLA: - CAH (contrastive analysis hypothesis) Focus on the linguistic aspects of: Vocabulary grammatical morphemes pronunciation Innatism
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Differences in Learning L1 & L2
Learning Conditions
6. Freedom to be silent
7. Ample time & contact 8. Corrective feedback: (form) grammar and pronunciation 9. Corrective feedback: (meaning) word choice 10. Modified input
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L1
child child
L2
adolescent (formal)
adult
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Differences in Learning L1 & L2
Summary:
SLA (Second Language Acquisition) theories
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Behaviorism
Behaviorism was often linked to the
Contrastive Analysis Hypothesis (CAH):
It predicts that where there are similarities between the L1 and the target language, the learner will acquire target-language structures with ease; where there are differences, the learner will have difficulty.
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a strong and a weak form of CA
Lado and his followers even provided the
degree of differences between two languages. There existed a strong and a weak form of Contrastive Analysis (Wardhaugh 1970). The strong form claims that all L2 errors can be predicated by identifying the diff百度文库rences between the target language and the learner‟s L1. The weak form of the hypothesis claims to be diagnostic. (To check where could be erroneous).
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Negative Transfer
Lado proclaimed that most of the difficulties
originated from the differences between L1 and L2. He believed that the more different the two languages are, the more difficult learning would be, and by knowing this, we could predict what errors would appear.
Important Characteristics: - LAD (language acquisition device) - UG (universal grammar) - CPH (critical period hypothesis) Application to SLA: - Krashen‟s "monitor model" 1) acquisition – learning hypothesis 2) monitor hypothesis 3) natural order hypothesis 4) input hypothesis ( i +1 ) 5) affective filter hypothesis Information processing 1) attention-processing (noticing) 2) restructuring Connectionism - multiple intelligence Focus on the linguistic aspects of: grammar / sentence-making - pronunciation
Theoretical Approaches to Second Language Learning
Differences in Learning L1 & L2 Behaviorism
Innatism
Information Processing
Connectionism
The Interactionist Position
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Contrastive Analysis (CA)
Contrastive Analysis was rooted in the
practical need to teach a L2 in the most effective way possible. It‟s psychological base is behaviorism and linguistic base is structuralism. Robert Lado: advocated the approach of Contrastive Analysis in his first Book, Linguistics Across Culture(1957)
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More Definition of CA
CA: is an approach to the study of SLA which
involve predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences. It was heavily influenced by theories which is dominant in linguistics and psychology within the USA throughout the 1940s and 1950s.
need to account for language acquisition by
learners with a variety of characteristics and
learning in a variety of contexts.
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Theoretical Approaches to Language Acquisition
L1
child child
L2
adolescent (formal)
adult
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3. Metalinguistic awareness
4. Knowledge of the world 5. Nervousness about speaking
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1) learner characteristics and 2) learning conditions
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Differences in Learning L1 & L2
Learner Characteristics
1. Knowledge of another language 2. Cognitive maturity
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American Structurism and Behaviorism
Dominant theories in linguistics and psychology
within the USA throughout the 1940s and 1950s. It‟s psychological base is behaviorism and linguistic base is structuralism. The goal of CA: to discover the problems that foreign language students would encounter in the learning process. And to increase the efficiency in L2 teaching and testing.
1) imitation, 2) practice, 3) reinforcement, and
4) habit information

Lado (1964): CA
A person learning an L2 starts off with the habits formed in the L1 and these habits interfere with the new ones needed for the L2.
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Behaviorism


Skinner: language behavior is the production of correct responses to stimuli through reinforcement. Four characteristics of behaviorism: