languagetransfer语言迁移.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Language Transfer,1,Outline,1.Key points,Definitions and types of LT,Reasons for LT,Historical development,Current thinking,New perspectives of research,2.State-of-the-art,3.Implications for language teaching,2,Introduction,It has always been assumed that,in a second language learning situation,learners rely extensively on their native language,.,Individuals tend to,transfe,r,the forms and meanings,of their native language,and culture,to the foreign language,and cultue-both productively and receptively.,-Lado,in his Linguistics Across Culture,3,Definitions,Transfer is the influence resulting from the,similarities and differences,between the target language and any other language that has been previously acquired(and perhaps imperfectly acquired).-Odlin(1989),The influence of a persons knowledge of one language on that persons,knowledge or use,of another language.,-Jarvis,Pavlenko(2008),4,Transfer may occur at all levels:,phonology,(,foreign accent,).,syntax,(word for word translation,e.g.,I like very much Edinburgh,could,be a transfer of French word order into English).,lexis,(e.g.,false cognates,if the learner incorrectly assumes that an L2,word has the same meaning as a similar L1 word;for instance,a Spanish,speaker may use,embarrassed,to mean,pregnant,embarazada,being,the Spanish word).,pragmatics,(e.g.inappropriate over-formality or under-formality).,morphology,seems to be less a,ff,ected than other areas.,5,Types of LT-ten dimensions,(,Jarvis,Pavlenko,),6,P,ossible reasons,for LT,I,nterlanguage,(the learner,s,interim grammar of the L2)is not fixed and,rigid like the L1,but,permeable,.,(目标语水平),I,n all learning situations,previous knowledge is a,starting point,for,acquiring new knowledge;and in a language-learning situation,this,means previously-learnt languages.,（子集原则）,Markedness,（标记性原则）,Perceived language distance,.If two languages are perceived as close,transfer(both positive and,distance negative)is more likely to occur.For example,research in Finland,where,Finnish and Swedish are both o,ff,cial languages,suggests that L1,Swedish learners of English more readily transfer from their mother,language.（语言类型距离）,7,Historical development,Discussions of transfer often begin with the work of American linguists in the,1940s and 1950s,.,In the,1950s,language transfer was often deemed the,most important factor,to consider in theories of SLA.,Based on,behaviorist position,:,Second language was seen as the development of a new set of,habits,.The role of the,native language,then,took on great significance,because it was the,major cause for lack of success in learning the L2,.,From this framework emerged contrastive ananlysis.,(contrastive ananlysis),(error analysis),8,2.During the,1960s to the late 1970s,its importance,waned,as learners errrors were seen not as evidence of language transfer but rather of the creative construction process.Some researchers virtually denied the existence of language transfer in their enthusiam for,universalist explanations,.,Since the late1970s,research on the role of the native language has taken on a different view,advocating a nonbehaviorist position.View transfer as a,creative process.,9,During the mid-to late 1970s,the emphasis was on the determination of,how,and,when,learners use their language and on,explanations,for the phenomenon.,Most important is the broadening and reconceptualization of language transfer and the concomitant examination,of the terminology generally employed.,Kellerman and Sharwood Smith(1986)suggested the term,cross-linguistic influence,which is suffiently broad to include,transfer,in the traditional sense,but also,aviodance,l,anguage loss,(whether of the L1 or of another L2),and,rate of learning,.,10,3.In,recent years,however,a more,balanced perspective,has emerged in which the role of transfer is acknowledged and in which transfer is seen to interact with a host of other factors in ways not fully understood.,11,Current thinking,Avoidance,Differential learning rates,Different paths,Overproduction L1,L2,Predictability/selectivity,Second language processing,Interlanguage transfer,12,1.,It can result in,avoidance,where a structure does not exist in the L1.,For example,Chinese and Japanese do not have relative clauses,so,Chinese and Japanese learners of English use these less often than,learners whose languages do have relative clauses.,13,2.,It can lead to,di,ff,erent,ial learning,rates,:,either,delay,when learners whose L1 contains a,particular form spend,longer at that stage of,development than L1 learners or learners whose,L1 does not contain that form.,(,e.g.,Spanish,negation is,realized by,no,+verb.Children,learning English as L1 use,no+verb,form for,negation before they learn,auxiliary+not,form;,many,foreign learners appear to go through this,stage,but Spanish learners,tend to stay there longer,),.,or,acceleration,;for example,learner。