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1、LanguageTransfer 2 Outline 1 KeypointsDefinitionsandtypesofLTReasonsforLTHistoricaldevelopmentCurrentthinkingNewperspectivesofresearch2 State of the art3 Implicationsforlanguageteaching 3 Introduction Ithasalwaysbeenassumedthat inasecondlanguagelearningsituation learnersrelyextensivelyontheirnativel
2、anguage Individualstendtotransfertheformsandmeaningsoftheirnativelanguageandculturetotheforeignlanguageandcultue bothproductivelyandreceptively Lado inhisLinguisticsAcrossCulture 4 Definitions Transferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguage
3、thathasbeenpreviouslyacquired andperhapsimperfectlyacquired Odlin 1989 Theinfluenceofaperson sknowledgeofonelanguageonthatperson sknowledgeoruseofanotherlanguage Jarvis Pavlenko 2008 5 Transfermayoccuratalllevels phonology foreignaccent syntax wordforwordtranslation e g IlikeverymuchEdinburgh couldb
4、eatransferofFrenchwordorderintoEnglish lexis e g falsecognates ifthelearnerincorrectlyassumesthatanL2wordhasthesamemeaningasasimilarL1word forinstance aSpanishspeakermayuse embarrassed tomean pregnant embarazada beingtheSpanishword pragmatics e g inappropriateover formalityorunder formality morpholo
5、gyseemstobelessaffectedthanotherareas 6 TypesofLT tendimensions Jarvis Pavlenko 7 PossiblereasonsforLT Interlanguage thelearner sinterimgrammaroftheL2 isnotfixedandrigidliketheL1 but permeable 目标语水平 Inalllearningsituations previousknowledgeisastartingpointforacquiringnewknowledge andinalanguage lear
6、ningsituation thismeanspreviously learntlanguages 子集原则 Markedness 标记性原则 Perceivedlanguagedistance Iftwolanguagesareperceivedasclose transfer bothpositiveanddistancenegative ismorelikelytooccur Forexample researchinFinland whereFinnishandSwedisharebothoffciallanguages suggeststhatL1SwedishlearnersofE
7、nglishmorereadilytransferfromtheirmotherlanguage 语言类型距离 8 Historicaldevelopment DiscussionsoftransferoftenbeginwiththeworkofAmericanlinguistsinthe1940sand1950s Inthe1950s languagetransferwasoftendeemedthemostimportantfactortoconsiderintheoriesofSLA Basedonbehavioristposition Secondlanguagewasseenast
8、hedevelopmentofanewsetofhabits Theroleofthenativelanguage then tookongreatsignificance becauseitwasthemajorcauseforlackofsuccessinlearningtheL2 Fromthisframeworkemergedcontrastiveananlysis contrastiveananlysis erroranalysis 9 2 Duringthe1960stothelate1970s itsimportancewanedaslearners errrorsweresee
9、nnotasevidenceoflanguagetransferbutratherof thecreativeconstructionprocess Someresearchersvirtuallydeniedtheexistenceoflanguagetransferintheirenthusiamforuniversalistexplanations Sincethelate1970s researchontheroleofthenativelanguagehastakenonadifferentview advocatinganonbehavioristposition Viewtran
10、sferasacreativeprocess 10 Duringthemid tolate1970s theemphasiswasonthedeterminationofhowandwhenlearnersusetheirlanguageandonexplanationsforthephenomenon Mostimportantisthebroadeningandreconceptualizationoflanguagetransferandtheconcomitantexaminationoftheterminologygenerallyemployed KellermanandSharw
11、oodSmith 1986 suggestedthetermcross linguisticinfluence whichissuffientlybroadtoincludetransfer inthetraditionalsense butalsoaviodance languageloss whetheroftheL1orofanotherL2 andrateoflearning 11 3 Inrecentyears however amorebalancedperspectivehasemergedinwhichtheroleoftransferisacknowledgedandinwh
12、ichtransferisseentointeractwithahostofotherfactorsinwaysnotfullyunderstood 12 Currentthinking AvoidanceDifferentiallearningratesDifferentpathsOverproductionL1 L2Predictability selectivitySecondlanguageprocessingInterlanguagetransfer 13 1 Itcanresultinavoidance whereastructuredoesnotexistintheL1 Fore
13、xample ChineseandJapanesedonothaverelativeclauses soChineseandJapaneselearnersofEnglishusetheselessoftenthanlearnerswhoselanguagesdohaverelativeclauses 14 2 Itcanleadtodifferentiallearningrates eitherdelay whenlearnerswhoseL1containsaparticularformspendlongeratthatstageofdevelopmentthanL1learnersorl
14、earnerswhoseL1doesnotcontainthatform e g Spanishnegationisrealizedby no verb ChildrenlearningEnglishasL1use no verb formfornegationbeforetheylearn auxiliary not form manyforeignlearnersappeartogothroughthisstage butSpanishlearnerstendtostaytherelonger oracceleration forexample learnerswhoseL1hasarti
15、clesandreflexivepronounslearntheseformsfasterthanlearnersinwhoseL1theydonotexist 15 3 Itcanleadtodifferentpathsofacquisition e g asChinesedoesnothavearticles Chineselearnersgothroughastageofusingdemonstrativepronouns 4 Itcanresultinoverproduction e g over useofLatinatecognatewordsbyspeakersofRomance
16、languages 16 5 Predictability selectivityUnderwhatconditionsdoestransfertakeplace ThenotionundelyingCAH thatsimilaritiesimpliedlearningeaseandthatdifferencesimpliedlearningdifficulty provedtobeinvalid Kleinmann 1977 suggestedtheoppositewith noveltyeffect Hesuggested someL1 L2differencesmayprovetoberelatively easy tolearnduetotheirsaliencyintheL2input InKleinmann sview thelearnerisseenas makingdecisions aboutwhichformsandfunctionsoftheNLareappropriatecandidatesforuseinsecondlanguage Placethelearn
