语言学第十章.docx

Chapt er 10 Language Acquisi ti on(UI)第二语言习得一、第二语言习得及其学科性质与属性什么是第二语言习得学科性质或属性什么是第二语言习得第二语言习得 Second Language Acquisition(SLA)研究始于 20世纪60年代末或70年代初，Corder于1967年发表其经典论文The Significance ofLearners' Errors开始第二”是指掌握母语后再学的另一门或二门、三门的语言，它同 外语的学习是两个概念Some basic terms• Second Language Acquisition (SLA): refers to the systematic study of how one person acquires a second Ianguage subsequent to his native Ianguage.• Tar get Ian guage (TL)(目的语)：the Ian guage which a person is lea rnin g, i n contrast to a first Ianguage or mother tongue.Some basic terms• Second language (L2): a language which is not a native language but is widely used as a medium of communication and is used along with another language or languages.• e・g・ English used in Singapore• Foreign language (FL): a language which is not a native language in a country, and is always taught in schools and not used to communicate within a country.• e.g. English in China, Japan, etc.Second Language:• In narrow sense, second language refers to the language that one learns or picks up after his (or her) mother tongue;• In broad sense, second languagerefers to all languages (including foreign languages) that one learns or picks up after his (or her) mother tongueQuestions to be considered• Does an adult learn a second language the way a child learns a first language?• If not, what happened to the LAD?• Is there a critical period for L2 acquisition?• Which is better …classroom learning or immersion experience? Connections between L1 acquisition and L2 acquisition• In theory, the new findings and advances in L1 acquisition are enlightening in understanding L2 acquisition.• The first Ianguage study has served as a backcloth for perceiving and understanding new facts about second Ianguage learning (Littlewood, 1986).Differences between L1 and L2 acquisition• The first Ianguage is acquired subconsciously, while the second (or foreign) Ianguage is learned consciously.• In acquiring the first Ianguage, children always concentrate on meaning, not on pattern, i.e. structure, while the L2 learning concentrates on rules, i.e. the system of the thought (the grammatical rules).Differences between L1 and L2 acquisition• One learns his first Ianguage directly from the reality, while the second Ian guage is lea rnt in man ageable seque nee, i.e. syllabus and course books.• In L1 acquisition children apply the rules subconsciously, while the L2 learners are able to verbalize the rules after a period of training.Second language learningpainstakingunsuccessfulFirst la nguage acquisiti onuncon scioussuccessful• first language- mother tongue• second language (bilingual or multilingual social context )• foreign language (monolingual social context )学科性质或属性性质：二语习得研究不是一门单一的学科”它从众多相关学科中吸取营养”但又并耳£这些学科的简单综合，它具有跨学科的特点。

有赖于多学科的协同作战属性：有四种观点：1) 属于语言学/应用语言学(国内外传统观点，至今也是如此)；2) 属于教育语言学(俞理明、袁平华(见下))3) 属于认知科学(Doughty、Long 主编:TheHandbookofSecondLanguageAcquisition .2003.BlackwellPress.4) 独立学科(杨连瑞、张德禄《二语习得研究与中国外语教学》上海外语教育出版社，2007p1 -2 ;二第二语言研究特点及其研究对象第二语言习得研究特点第一、早期的研究主要是通过研究建立起某种理论第二、从以教学经验和学生学习过程中出现的某些现象进行推论，转向用科学的实验数据进 行验证第三、第二语言习得研究与其它研究领域相互渗透，相互影响第四、第二语言习得研究以从描述型转移到了解释型第二语言习得研究对象第一条、对语言学习者的研究这包括学习者的年龄、个性、性别、学习动机、学习方法、 认知特点等等语言学界要搞清楚这些因素对第二语言习得的影响第二条、对语言学习本身的研究这包括第一语言对第二语言习得的影响篇二语言的输入、 处理和输出，语言的习得过程，语言知识的构成等等三、第二语言研究方法横向与纵向研究：(HorizontalandVerticalResearch )横向研究属于共时研究(SynchronicResearch )"即在同一时间针对不同的研究对象，通 过对比分析”找出其共性与差异”例如”对不同组别或来自不同环境的儿童习得第二语言进 行观察，寻找其共同规律的东西。

这类研究往往需要大量的研究对象，并且要进行广泛地观 察，开展起来不太容易，而且观察的结果往往具有随机性纵向研究属于历时研究(DiachronicResearch片即针对某一研究对象进行跟踪观察、研究，寻找其发展规律和特点，如跟踪调查汉语儿童在青春期之前语言能力的发展 此类研究 较切实际，并且有鲜明的目的性，然而历时长，出成果慢，耗费精力大此外还有定性与定量研究(QulitativeandQuantitativeResearch )本体论、实验论和方法论(Ontology,Experimentalism&methodology )走向多元化的第二语言习得研究方法四、有关第二语言习得研究理论流派1、对比分析理论理论来源：美国著名语言学家RobertLado《LinguisticsAcrossCulture》(1957)Lado从音位、语法、书写体系和文化等层次上，对第一语言和第二语言进行了 严格的逐—比较，这—体系被称为“对比分析”理论(ContrastiveAnalysis) 主要目的：帮助外语教学，解决第一语言迁移(FirstLanguageTransfer)的问题Contrastive analysis (对比分析)• Came into fashio n in 1960s• Based on behavi or ist thinking:• SLA see n as the developme nt of a new set of habits• Positive vs. Negative transfer (of habits)Contrastive analysis• Main points of Contrastive Analysis:• Main source of errors in L2 due to the transfer of L1 habits• Errors can be predicted by a contrastive analysis of the L1 and L2• The greater the difference between L1 and L2, the more errors that willocc ur1、对比分析理论第一语言的影响：正面迁移：指一种学习对另一种学习起到积极的促进作用如学习数学有利于学习物理，学习珠算有利于心算，掌握平面几何有助于掌握立体几何等， 懂得英语的人很容易掌握法语。

负面迁移：因另一种学习产生消极影响，导致错误和困难发生，就是负迁移Youareverybeautiful. ----N o,no./Where,where.（"哪里哪里”是中国人的谦虚之词，但是应该说thankyou ）不足：它不是以学习者为出发点，通过分析学习者对第二语言的实际使用来预测第二语言学 习中的难易，而是抛开学生，单纯从对两种语言本身的比较来预测第二语言学习中的难易 这就不可避免地造成预测的不准确，有些真正的难点，对比分析并没有预测到Contrastive analysis• Problems with CA:• Errors occur that are not due to L1• Errors don' t o。