新編簡明英語語言學(xué) chapter 11 second language acquisition

1、Chapter 11 Second language acquisition 第二語言習(xí)得知識(shí)點(diǎn)： 知識(shí)點(diǎn)：1. *Definition: second language acquisition; overgeneralization; interlanguage2. Connections between first and second language acquisition3. Contrastive analysis4. *E

2、rror analysis5. Characteristics of interlanguage6. *Krashen’s Input Hypothesis7. Individual Differences in second language acquisition: language aptitude; motivation; #learning strategies考核目標(biāo)： 考核目標(biāo)：識(shí)記： 識(shí)記：Definition: sec

3、ond language acquisition; overgeneralization; interlanguage領(lǐng)會(huì)： 領(lǐng)會(huì)：Connections between first and second language acquisition; Contrastive analysis; Error analysis; Characteristics of interlanguage; Individual Differences

4、in second language acquisition簡單應(yīng)用： 簡單應(yīng)用：Krashen’s Input Hypothesis一、 定義1. Second Language Acquisition(SLA)第二語言習(xí)得 第二語言習(xí)得：refers to the systematic study of how one person acquires a second language subsequent to his nativ

5、e language. 指一個(gè)人在習(xí)得其母語之后是如何習(xí)得一門第二語言系統(tǒng)的研究。2.over generalization 過度概括 過度概括: the use of previously available strategies in new situations. 將以前適用的策略運(yùn)用于新的場合。3. interlanguage 中介語： 中介語： learners’ independent system of the seco

6、nd 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. 它既不是本族語，也不是第二語言，而是一個(gè)處于本族語和目的語之間的連續(xù)體或臨界體。11.4Error analysis (E

7、A) 錯(cuò)誤分析 錯(cuò)誤分析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 procee

8、ds and those errors are a means whereby learners test their hypotheses about the language to be learnt.關(guān)于學(xué)習(xí)者錯(cuò)誤的對比理論使人們的觀點(diǎn)更加明朗化：錯(cuò)誤在告訴老師需要教什么和告訴研究者學(xué)習(xí)是如何進(jìn)行的是很重要的，那些錯(cuò)誤也是學(xué)習(xí)者測試對所要學(xué)習(xí)的語言進(jìn)行假 設(shè)的一種手段。 （錯(cuò)誤分析首先是獨(dú)立或客觀地對學(xué)習(xí)者的中介語進(jìn)行描寫（即 他

9、們自己對目的語和目的語本身的描寫）然后對兩者進(jìn)行比較以找出不配之處，與對比分析不同，錯(cuò)誤分析不是那么看重需學(xué)習(xí)者的本族語。 ）The main purpose for CA is to predict learners errors while that for EA is to explain learner’s error. CA 的主要目的是預(yù)見學(xué)習(xí)者的錯(cuò)誤，EA 是解釋學(xué)習(xí)者的錯(cuò)誤。Two main sorts of err

10、ors: Interlingual errors 語際錯(cuò)誤 語際錯(cuò)誤 & intralingual errors 語內(nèi)錯(cuò)誤 內(nèi)錯(cuò)誤 1. Interlingual errors 語際錯(cuò)誤 語際錯(cuò)誤: mainly result from cross-linguistic interference at different levels such as phonological, lexical, grammatical or d

11、iscoursal etc. 主要是由于不同層面的跨語言干擾，如音位層、詞匯層、語法層或話語層 For examples,a） Substitution of [t] for [ ] and [d] for [ ]: three 發(fā)成 tree, this 發(fā)成 dis.b） Shortening of long vowels 長元音的縮短: sheep 發(fā)成 ship, meet 發(fā)成 mit2. The intraling

12、ual errors 語內(nèi)錯(cuò)誤： 語內(nèi)錯(cuò)誤： mainly from faulty or partial learning of the target language, independent of the native language.主要是由于對目的語的錯(cuò)誤或不完全的學(xué)習(xí)造成的，它與本族語無關(guān)。Two types of errors have been well exploited: overgeneralization 過度

13、概括 過度概括 & cross-association 互相聯(lián)想 互相聯(lián)想1）Overgeneralization 過度概括 過度概括 ---- the use of previously available strategies in new situations. 將以前適用的策略運(yùn)用于新的場合。e.g. ?Walked, watched, washed…*rided, *goed, *doed, *eated…(造成誤