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1、二 主要研究成果Chapter 3. The linguistics of SLA. The nature of language. Early approaches to SLA1. Contrastive Analysis (CA)1). as a beginning of the survey:w aspects of its procedures are still incorporated in more recent approaches.w It introduced the influence of L1 on L2 (Chomsky)2). CA: an approach t
2、o the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences.(Based on idealized linguistic structures attributed to native speakers of L1 and L2)3). influenced by Structuralism and Behaviorism.4). Goal of C
3、A was primarily pedagogical in nature: to increase efficiency in L2 teaching and testing.5). Process:w Describing L1 and L2 at different levelw Analyzing comparable segment of the language for elements that may cause problems for learners (interference)Types of interferenceExamplessame form and mean
4、ing;different distribution las palomas blancas (Spanish)the white dovessame meaning; different form kitties小猫们 same meaning; different form and distribution water (n. v.)水（名 ）different form; partial overlap in meaningleg腿，蹄，下肢 similar form;different meaningasistir (Spanish “to attend”)assist (Englis
5、h “to help”)6). Assessment:w Cannot explain the logical problem of language learning (how learners know more than theyve heard and been taught)w Not always validated by evidence from actual learner errors.w Stimulated the preparation of comparative grammarw Its analytic procedures have been usefully
6、 applied to descriptive studies and to translation2. Error analysis (EA)1). EA: the first approach to the study of SLA which includes an internal focus on learners creative ability to construct language. (based on the description and analysis of actual learner errors in L2)2). CAEAw Predictions by C
7、A not always correct; many real learner errors are not transferred from L1w Focus on surface-level forms and patternsunderlying rulesw Behaviorismmentalism (emphasis on the innate capacity)w Teaching concerns as motivation3). Procedures for analyzing learner errors:w Collection of a sample of learne
8、r languagew Identification of errorsw Description of errorsw Explanation of errorsw Evaluation of errors4). Shortcomingsw Ambiguity in classificationw Lack of positive dataw Potential for avoidance3. Interlanguage (IL)1). IL refers to the intermediate states (interim grammars) of a learners language
9、 as it moves toward the target L2.2). Characteristics:w Systematicw Dynamicw Variablew Reduced system, both in form and function3). Differences between SLA and L1 acquisition by childrenw Language transfer from L1 to L2w Transfer of training, or how the L2 is taughtw Strategies of 2nd language learn
10、ingw Overgeneralization of the target language linguistic materials4). L1 as fossilization for L2 learners: w Fossilization: the probability that theyll cease their IL development in some respects before they reach target language norms, in spite of continuing L2 input and passage time.w Relates to:
11、 the age of learning; social identity; communicative need.4. Morpheme order studies1). Refers to： an important Q in the study of SLA, whether there is a natural order (or universal sequence) in the grammatical development of L2 learners.2). Inflection: it adds one or more units of meaning to the bas
12、e form of a word, to give it a more specific meaning. (plural nouns, past tense etc.)3). The order of morpheme acquisition reported was similar in L1 and L2It supports an Identity Hypothesis (L1=L2): that processes involved in L1 and L2 acquisition are the same.4). The concept of natural order remai
13、ns very important for understanding SLA. (both from linguistic and cognitive approaches)5. Monitor model1). One of the last of the early approaches which has an internal focus in the Monitor Model.(Stephen Krashen)2). It explicitly and essentially adopts the notion of a language acquisition device (
14、LAD) (Chomsky used for childrens innate knowledge of language)3). Krashens approach: 5 hypotheses6. Consensus:1). What is being acquired in SLA is a “rule0governed” language systems2). How SLA take place involves creative mental processes.3). Why some learners are more (less) successful in SLA than
15、others relates primarily to the age of the learner. Universal Grammar (UG)1. UG (Chomsky): what all languages have in common.1). Two important conceptsw linguistic competence (speaker-hearers underlying knowledge of language) needs to be accounted for LA w such knowledge of language what could be learned from the input. (the logic problem of language learning/ the poverty-of-the stimulus argument)2). The nature of speaker-hearers competence in native language can be explained only by innate knowledge that human genetically endowed with.3). The innate knowledge is in the
