二语习得第五章.ppt

Discourse aspects of interlanguage,,,,,,Unit 5,,section one,acquiring discourse rules,The study of learner discourse in SLA has been informed by two rather different goals.,,On the one hand there have been attempts to discover how L2 learners acquire the ’rules' of discourse that inform native-speaker language use.,,On the other hand, a number of researchers have sought so show how interaction shapes interlanguage development.,Acquiring discourse rules,There are rules, at least, regularities in the ways in which native speakers hold conversations.,B: it's so old. My sister bought it for me in Italy some time ago.,A: I like your sweater.,However, L2 learners behave differently. sometimes they fail to respond to a compliment at all. Like just say:“ thank you”,,There is a growing body of research investigating learner discourse.,To some extent, the acquisition of discourse rules is systematic.,,However, more work is needed to demonstrate which aspects are universal.,Which language specific are as it is already clear that many aspects of learner discourse are influenced by the rules of discourse int the learner’ s L1.,,There is a growing body of research investigating learner discourse.,,To some extent, the acquisition of discourse rules is systematic.,However, more work is needed to demonstrate which aspects are universal.,Which language specific are as it is already clear that many aspects of learner discourse are influenced by the rules of discourse int the learner’ s L1.,,Section 2,The role of input and interactionin L2 acquisition,,,,Contents,1.Different views on input and interaction,2.The properties of discourse,3.The influence of input and interactionin L2 acquisition,1.Different views,What is input?,What is interaction?,1.Different views,Behaviourist theory: Input is in the center. Learners acquire language by imitation and habit formationMentalist theory: Input is just to trigger the learner's LADInteractionist theory: Language acquisition takes place because of both input and learners' internal mechanism.,2.The properties of discourse,ungrammatical foreigner talk,E.g No drive car. Mary ( ) doctor. You give me water.,deletion of some grammatical features (copula be, modal verbs, articles),grammatical foreigner talk,at a slower pace, simplified, regularized, elaborated,fail to understand,1. pretend to have understood,,2. imply having not understood: negotiation of meaning,negotiation of meaning,A: So where's Dave? B: He vacation. A: He's on vacation? B: Yeah. On vacation. A: Lucky guy.,confirmationcheck,comprehension check,acquire the preposition phrase of “on vacation“,,3.The influence of input and interaction in L2 acquisition,input hypothesis,interaction hypothesis,scaffolding,activity theory,1. input hypothesis: Stephen Krashen, L2 acquisition depends on comprehensible input.. The input material is a little advanced than the current level of the learner's interlanguage.,current state: i,next advancing state: i+1,,,input the (i+1)learning material,2.interaction hypothesis: Michael Long,,,,facilitate,impede:,negative evidence,negotiation of meaning,lengthy paraphrases/ long definitions of unknown words,3.scaffolding: Evelyn Hatch,Hatch emphasizes the cooperative endeavours of the learners and the teachers.step1: build up the scaffoldstep 2: proivde the contextstep 3: explore the new itemson their ownstep4: do cooperative learningstep5: evaluate and summarize,4. activity theory: L.S. Vygotsky,1. motive: active participation with goals,2.internalization: scaffolding instructionzone of proximal development (最近发展区),objective: Simple Past Tense,the zone of students' proximal development: Simple Present Tense,E.g,summary,1. three different views on input and interaction2. the features of foreigner talk3. four hypothesis of input and interaction,The role of output in L2 acquisition,Does output play a part in L2 acquisition?,?,Section 3,output also plays a part in L2 acquisition,,Argue that speaking is the result of acquisition not its cause. He claims that the only way learners can learn from their output is by treating it as auto-input(自动输入). He refute the opinion that languages are learned by practicing.,output is important to interlanguage development.,Other researchers (Swain ),并不认为学习者的语言输出对语言习得有直接影响,Merrill Swain’s opinion：output Serves a consciousness-raising function by helping learners to notice gaps in their interlanguages. Helps learners to test hypotheses Learners can talk about their own output, identify problems with output and discuss ways in which they can be put right,只有学习者主动去使用二语时，这样的输出才对习得有帮助。

Skill-building hypothesis（建立技能的假设） Output hypothesis（输出假设）,output,输出加上改正 comprehensible output(可理解性输出),,输出假设 有两种形式,Thank You!,,,,,,。