Interlanguage Grammar in Second Language Acquisition.ppt
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1、Interlanguage Grammar in Second Language Acquisition,Heejeong Ko MIT,“Error”?,“Error”? Dictionaries say ,An act that through ignorance, deficiency, or accident departs from or fails to achieve what should be done. (Meriam-Webster Dictionary),“Error”? Dictionary views,An act that through ignorance, d
2、eficiency, or accident departs from or fails to achieve what should be done. (Meriam-Webster Dictionary) An error is something that you have done which is considered to be incorrect or wrong, or which should not have been done.(Cobuild English Dictionary),“Error”? Dictionary views,An act that throug
3、h ignorance, deficiency, or accident departs from or fails to achieve what should be done. (Meriam-Webster Dictionary) An error is something that you have done which is considered to be incorrect or wrong, or which should not have been done.(Cobuild English Dictionary) A mistake. (),“Errors” in Seco
4、nd Language Acquisition,Errors in second language acquisition may mean something totally different.,“Errors” in Second Language Acquisition,Errors in second language acquisition may mean something totally different.L2-learners errors are not random. cf. mistake,“Errors” in Second Language Acquisitio
5、n,Errors in second language acquisition may mean something totally different.L2-learners errors are not random. cf. mistake L2-learners errors reflect learners systematic knowledge of grammar. cf. accident act,“Errors” in Second Language Acquisition,Errors in second language acquisition may mean som
6、ething totally different.L2-learners errors are not random. cf. mistake L2-learners errors reflect learners systematic knowledge of grammar. cf. accident act L2-learners errors are informative data that we can use to probe into sophisticated linguistic hypotheses and predictions. cf. incorrect/wrong
7、 act,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental representation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental
8、representation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning;,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental repre
9、sentation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning; Interlanguage grammars are systematic and continuously evolving.,L2-Errors = Interlanguage Hypothe
10、sis,Learners have an interlanguage grammar (= a mental representation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning; Interlanguage grammars are systematic
11、and continuously evolving.Argument: Learners acquire some aspects of the L2 grammar through similar stages, regardless of their L1.,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental representation of grammatical knowledge) at every stage of the acquisition proce
12、ss (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning; Interlanguage grammars are systematic and continuously evolving.Learners acquire some aspects of the L2 grammar through similar stages, regardless of their L1. L1 transfer i
13、s not the only process in L2 acquisition.,Todays class,We will discuss some important issues in understanding the interlanguage grammar in second language acquisition.,Todays class,What factors may contribute to the development of L2 interlanguage grammars?,Todays class,What factors may contribute t
14、o the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar?,Todays class,What factors may contribute to the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar? How do L2-learners acquire abstract and subtle grammatic
15、al properties without proper input or L1-transfer? Universal Grammar?,Todays class,What factors may contribute to the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar? How do L2-learners acquire abstract and subtle grammatical properties without proper in
16、put or L1-transfer? Universal Grammar? How do we study L2 interlanguage grammar? (methodology),Todays class,What factors may contribute to the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar? How do L2-learners acquire abstract and subtle grammatical pro
17、perties without proper input or L1-transfer? Universal Grammar? How do we study the L2 interlanguage grammar? (methodology) A case study: L2-acquisition of English articles,L1 influence,L1 and L2 acquisition: differences,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already
18、 have a language in place.,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place. Age: L2-learners are older than L1-learners,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place. Age: L2-learners
19、are older than L1-learners Ultimate attainment: In the absence of impairment or deprivation, all children succeed in acquiring their L1. But many L2-learners fail to acquire their L2 fully.,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place. Age:
20、 L2-learners are older than L1-learners Ultimate attainment: In the absence of impairment or deprivation, all children succeed in acquiring their L1. But many L2-learners fail to acquire their L2 fully. Explicit instruction: Children arent taught their first language. But many L2-learners do receive
21、 explicit instruction about the L2 grammar.,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place.,Behaviorism: the role of L1 for SLA,Behaviorism: language as a set of habits(imitation, reinforcement, analogy)L1-acquisition as imitation and learnin
22、g by analogyL2-acquisition = learning new habits,Behaviorism: the role of L1 for SLA,Behaviorism: language as a set of habitsL1-acquisition as imitation and learning by analogyL2-acquisition = learning new habitspositive transfer: facilitationL1 habit = L2 habitnegative transfer: interference L1 hab
23、it L2 habit,Contrastive Analysis Hypothesis (CAH: Lado 1957),Language learning = Learning a new habit major source of errors in L2 is L1,Contrastive Analysis Hypothesis (CAH: Lado 1957),Language learning = Learning a new habit major source of errors in L2 is L1Methodologically, analyze errors ,Contr
24、astive Analysis Hypothesis (CAH: Lado 1957),Language learning = Learning a new habit major source of errors in L2 is L1by comparing the L1 and the L2when L1 = L2, learning is easywhen L1 L2, learning is difficultthe greater differences = more errors,Contrastive Analysis,Language learning = Learning
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