chapter 11 sla.doc

Chapter 11 SLAIntroductionDefinition: 1. Second Language Acquisition (SLA) refers to the systematic study of how one person acquires a second language subsequent to his native language.2. L2 acquisition can be defined as the way in which people learn a language other than their mother tongue, inside or outside of a classroom. The goals of SLA are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others. (Rod Ellis 1985)Connections between FLA and SLAFirst language study has served as a backcloth for perceiving and understanding new facts about second language learning.Second language learners generally fail to attain native-like competence.  Interlanguage.Points of comparison for successive foreign language learning paradigms NL: TL comparisons (Contrastive analysis) IL: TL comparisons (Error analysis) NL: IL comparisons (Transfer analysis)The role of native language in SLALanguage transfer: The differences between native and target languages would either lead to positive transfer or negative transfer, also known as interference.迁移是指目标语和其他任何已经习得的（或者没有完全习得的）语言之间的共性和差异所造成的影响。

A distinction was made between positive transfer and negative transfer. While the former would facilitate target language learning, the later would interfere. Therefore in second / foreign language learning and teaching the basis of language instruction was differences between the native language and target language.Mentalist: few errors were caused by language transfer.Interlanguage: Learns put their first language back to the whole picture and studied its role from a cognitive perspective. In this sense, native language functions as a kind of “input from inside,” therefore transfer is not transfer, but a kind of mental process.There are three interacting factors in determining language transfer in second language learning:1. a learner’s psychology, how a learner organize his or her native language2. perception of native-target language distance3. actual knowledge of the target languageContrastive AnalysisStarting with describing comparable features of the native language and target language, contrastive analysis compares the forms and meanings across the two languages to spot the mismatches of differences so that people could predict learners’ difficulty.However, the contrastive analysis was soon found problematic, for many of the predictions of the target language learning difficulty formulated on the basis of contrastive analysis turned out to be either uninformative: teachers had known about these errors already or inaccurate.20 世纪 50 年代， 美国应用语言学家 Fries 和 Lado 等人就开始系统地研究错误并由此产生了有关错误的早期理论—对比分析。

Lado 在 Linguistic Across Cultures 一书中提出， “人们倾向于把他们本民族的语言和文化的形式、意义以及它们的分布迁移到外民族的语言和文化中去 ” 他的这一假设成为后来对比分析的基本思想并影响了全世界的外语教学对比分析的基本任务是通过两种或多种语言的共时比较发现它们在结构和功能上的异同Error AnalysisError analysis involves first independently or objectively, describing the learners’ interlanguage, then a comparison of the two is followed to locate mismatches. Different from contrastive analysis, error analysis gave less consideration to learners’ native language. 错误分析是对学习者在第二语言习得过程中所产生的错误进行系统的分析，研究其来源，揭示学习者的中介语体系，从而了解第二语言习得的过程与规律。

错误 一般指外语学习者用外语学话、作文时出现偏离目标语正确表达法的现象 错误大体可以分为两类，一类是错误 （error ） ，是不符合语法规则和交际规范的话语，反映出的问题是学生的语言知识和能力不足如：*Does Tom can dance?另一类是失误（mistake） ， 由说话和写作时精神不集中、疲劳、紧张、粗心、厌烦、激动或其他行为而导致的失误，即通常所说的笔误和口误这种失误不是系统的，并不能反映说话者的语言能力，操本族语的人也常出现这样的错误这种错误的特点是，一旦出项，说话者有能力自我改正While errors defined as unintentionally deviant from the target language and not self-corrigible by the learner suggest failure in competence, mistakes as either intentionally or unintentionally deviant forms and self-corrigible suggest failure in performance. e.g. I majored in Chinese literature.*I majored in Chinese lavatory.错误分析的作用：1 通过错误分析，教师可以了解学习者对目标语的掌握情况及其所达到的阶段。

2 通过错误分析，研究者可以了解学习者是如何习得目标语的，有助于了解学习者在学习过程中所采取的学习策略和步骤3 通过错误分析，研究者会发现学习者的错误时是不可避免地，出错可以看做学习的手段，用于检验关于正在学习的语言规则的假设Two main sorts of errors were diagnosed: interlingual errors and intralingual errors. The interlingual errors mainly result from cross-linguistic interference at different levels such as phonological, lexical, grammatical or discoursal etc. 语间干扰指学生已掌握的语言体系（母语）对目前正在进行的语言（外语）学习的影响e.g. His body is very healthy.Now is five o’clock.The intralingual errors mainly result from faulty or partial learning of the target language, independent of the native language.语内干扰是指学习者根据已获得的、有限的、不完整的外语知识和经验，对语言作出的不正确的假设，从而类推出偏离规则的结构。

不同母语背景的学生在学习同一语言时会犯同样的和相似的错误，这一现象正是语内干扰的表现学生在学习外语时往往以归纳为主，过分扩大外语某一规则的使用范围，以致创造出一些错误的语言结构，因此，过度概括是语内干扰的根源e.g. * This novel is worth being reading.This novel is worth reading.* A car accident was taken place in the street in the morning.A car accident took place in the street in the morning.There are learning strategies-based errors, communication strategies-based errors, induced errors and some compound and ambiguous errors among which overgeneralization or cross-association have been well ex。