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1、Lesson Three Interlanguage and the natural route of development,Tasks: 1 writing a paper on the topic on the natural route of development of L22 writing a paper on the topic success analysis instead of error analysis3 writing a paper on the topic An analysis of English fossilization of student at so
2、me level,1. What are mentalist views of L1 acquisition? 2. What are the assumptions underlying interlanguage theory? 3. What are the principal processes operated in interlanguage? 4. What is fossilization? Why? 5. What are the essential Characteristics of Language-learner language? 6. What are the d
3、ifferences between Error analysis and Contrastive Analysis? 7. What information about interlanguage does Error Analysis provide? 8.What are the empirical evidences for the interlanguage hypothesis? 9. What are the problems with the empirical researches?,Introduction,Background theory and research in
4、 L1 acquisition (a fixed order are based on a theory of learning that stresses the learner-internal factors ) The notion of interlanguage (theoretical construct used to identify the stages of development ) natural route of development (The principal goal of this chapter ) Discussion of the L2=L1 hyp
5、otesis Caveats ( regarding the centrality of learner-internal processes in accounts of SLA),Mentalist accounts of first language acquisition,Chomsky Lenneberg McNeill,Language acquisition device,Chomsky assumes that children are born with a language acquisition device( LAD). This LAD is made up of a
6、 set of general principles called universal grammar. These general principles can be applied to all the languages in the world.,Definition of acquisition,Acquisition can be broadly defined as the internalization of rules and formulas which are then used to communicate in the L2. In this sense the te
7、rm acquisition is synonymous with the term learning. However, Krashen (1981) uses these terms with different meaning. Acquisition for Krashen, consists of the spotaneous process of rule internalization that results from natural language use, while learning consists of the development of conscious L2
8、 knowledge through formal study.,Acquisition device,Nativist theories of language acquistion emphasize the importance of the innate capacity of the language learner at the expence of environmental factors. Each learner is credited with an acquisition device which directs the process of acquisition.
9、This devece contains information about the possible form that the gramar of any language can take.,Chomsky,Chomskys (1959) stressed the active contribution of the child and minimized the importance of imitation and reinforcement.Chomsky claimed that the childs knowledge of his mother tongue was deri
10、ved from a Universal Grammar which specified the essential form that any natural language could take.,This view of FLA was represented in the form of a model (e.g. Chomsky 1966):primary linguistic data AD G,Primary linguistic data served only as a trigger for activating the device. It did not shape
11、the process of acquisition, which was solely the task of the AD. AD contained the UG to work and required the learner access to primary linguistic data.For Chomsky the task of the linguist (or psychologist) was to specify the properties of the AD that were responsible for the grammar.,Definition of
12、Universal grammar,Cook (1985) summarizing the Chomskyan position, defines universal grammar as the properties inherent in the human mind. Universal grmmar consists of a set of general priciples that apply to all languages rather than a set of particular rules.,Universal Grammar existed as a set of i
13、nnate linguistic principles which comprised the initial state and which controlled the form which the sentences of any given language could take. Also part of the Universal Grammar was a set of discovery procedures for relating the universal principles to the data provided by exposure to a natural l
14、anguage.,普遍语法在母语与第二语言习得过程中所起的作用?,普遍语法的两大组成部分是普遍原则(principles)和参数(parameters), 两者合称为核心语法(core grammar)是语言中最本质的部分,是不用学的,天生的。要学的是具体的语法和词汇知识, 这些知识因母语的不同而不同,它们的习得是通过参数值的设定。儿童由于具有这种习得机制, 在广泛接触语言素材中,通过假说验证与先天的普遍语言相比较, 认识到母语的语言规则, 即取得了语言能力。,第二语言习得就是在已有的语言参数的基础上习得另一种可能与现有语言参数相同或不同的语言。语言习得过程就是根据所接触的语言材料建立语言参数
15、值的过程。例如,任何一种语言都具有核心词和修饰词(如形容词+名词),这是一个普遍规律.但是有的语言修饰词在核心词之前,有的则在核心词之后。比如,中文说“红色的书”,而法语则说:“Le livre rouge”(书红色的)。在习得过程中,如果所接触的语言是修饰词在核心词之前,学习者对这一规律的参数值即定位修饰词+核心词;如果接触相反的语言材料,参数就定在相反值上。,第二语言习得与第一语言习得二者的相同点:a.它们的发展模式相同;b.均受年龄因数的影响; c.语言输入与输出不对称;不同：第一语言和第二语言不一致的前提下,普遍语法通过第一语言做用在第二语言习得上。第二语言习得不同于第一语言习得。第一
16、语言习得是在大脑的初始状态下进行的。所谓初始状态是指普遍语法还没有转化为具体语言的语法,因此第一语言的习得过成是参数值的确立过程;第二语言习得是在大脑的稳定状态下进行的,在这种状态下,普遍语法已经转换为具体语言的语法,因此第二语言的习得过程是参数值再确立(parameter-resetting)的过程。正因为有这种差别,第一语言习得是无意识的,而第二语言习得是有意识的。在结果上,第一语言习得是百分之百的成功、圆满,而第二语言习得很难达到圆满。,普遍语法一定是处于初始状态的，被具体语法代替后自然消失。二语学习中，学员接触第二语言实例时会不由自主地将其与第一语言具体语法作比较，发现两者不一致时，修
17、正参数，建立第二语言具体语法，储存大脑。大脑处于初始状态时参数是原则的限制范围，儿童通过假设验证过程确定某个具体语法后，参数与原则相对稳定结合。,Lenneberg(1967) emphasized the biological prerequisites of language. Only homo sapiens was capable of learning language. Lenneberg argued that the childs brain was specially adapted to the process of language acquisition, but that this innate propensity was lost as maturation took place. He argued that there was an age of resonance, during which language acquisition took place as a genetic heritage.,
