新編簡(jiǎn)明英語(yǔ)語(yǔ)言學(xué) chapter 11 second language acquisition

1、Chapter 11 Second language acquisition 第二語(yǔ)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(jiǎn)單應(yīng)用： 簡(jiǎn)單應(yīng)用：Krashen’s Input Hypothesis一、 定義1. Second Language Acquisition(SLA)第二語(yǔ)言習(xí)得 第二語(yǔ)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(yǔ)之后是如何習(xí)得一門(mén)第二語(yǔ)言系統(tǒng)的研究。2.over generalization 過(guò)度概括 過(guò)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(chǎng)合。3. interlanguage 中介語(yǔ)： 中介語(yǔ)： 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(yǔ)，也不是第二語(yǔ)言，而是一個(gè)處于本族語(yǔ)和目的語(yǔ)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(duì)比理論使人們的觀(guān)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(cè)試對(duì)所要學(xué)習(xí)的語(yǔ)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(guān)地對(duì)學(xué)習(xí)者的中介語(yǔ)進(jìn)行描寫(xiě)（即 他

9、們自己對(duì)目的語(yǔ)和目的語(yǔ)本身的描寫(xiě)）然后對(duì)兩者進(jìn)行比較以找出不配之處，與對(duì)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(yǔ)。 ）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(jiàn)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(yǔ)際錯(cuò)誤 語(yǔ)際錯(cuò)誤 & intralingual errors 語(yǔ)內(nèi)錯(cuò)誤 內(nèi)錯(cuò)誤 1. Interlingual errors 語(yǔ)際錯(cuò)誤 語(yǔ)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(yǔ)言干擾，如音位層、詞匯層、語(yǔ)法層或話(huà)語(yǔ)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(zhǎng)元音的縮短: sheep 發(fā)成 ship, meet 發(fā)成 mit2. The intraling

12、ual errors 語(yǔ)內(nèi)錯(cuò)誤： 語(yǔ)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(duì)目的語(yǔ)的錯(cuò)誤或不完全的學(xué)習(xí)造成的，它與本族語(yǔ)無(wú)關(guān)。Two types of errors have been well exploited: overgeneralization 過(guò)度

13、概括 過(guò)度概括 & cross-association 互相聯(lián)想 互相聯(lián)想1）Overgeneralization 過(guò)度概括 過(guò)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(chǎng)合。e.g. ?Walked, watched, washed…*rided, *goed, *doed, *eated…(造成誤