1、Page 1本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Contents First Language, Second Language, and Foreign Language Acquisition and Learning Interlanguage Competence and Performance Fossilization Language Transfer Input and Output VariabilityPage 2本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除
2、。Competence and Performance nIt is a distinction introduced by Chomsky into linguistic theory but of wider application. Page 3本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Competence and Performance n Competence refers to a speakers knowledge of his language as manifest in his ability to produce
3、 and to understand a theoretically infinite number of sentences most of which he may have never seen or heard before. 能力是指一个语言习得者在他的语言知识上显示出他能够能力是指一个语言习得者在他的语言知识上显示出他能够理解并能够产出理解并能够产出之前从没见过或听说过的句子。之前从没见过或听说过的句子。Page 4本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Competence and Performance n Perfo
4、rmance refers to the specific utterances, including gramatical mistakes and non-linguistic features such as hesitations, accompanying the use of language. n It is the actual production or use of language such as speaking ,writing,or the comprehension(listening,reading)of linguistic eventsn 这实际上是说写或者
5、语言界中的这实际上是说写或者语言界中的理解理解（听看）等方面的（听看）等方面的产产出出与运用与运用Page 5本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Competence and Performance nrelations ncomprehension(listening and reading)competencenproduction(speaking and writing) performancePage 6本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。（second l
6、anguage acquisition) comprehension(indirectly) n n competence superior to prior ton (internal ) production(directly) n comprehensionn performance (external) productionCompetence and Performance Page 7本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。First Language,Second Language, and Foreign Langua
7、genFirst Language refers to the mother tongue one learns during childhood Page 8本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。First Language,Second Language, and Foreign LanguagenSecond Language refers to the learning of an additional language after learners have acquired their mother tongue.Pag
8、e 9本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。First Language,Second Language, and Foreign LanguagenForeign Language is an additional language taught and learned in a non-target language environment.Page 10本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。First Language,Second Language, and Fo
9、reign LanguageGroup 1Group 2first languagesecond languageFirst languageSecond languageMother tougueForeign languageNative languageNon-native language first language vs second language1.second language is acquired later than a first language2.second language has lower proficiency level than that of f
10、irst languagePage 11本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。First Language,Second Language, and Foreign Language similarities and differencescategoriessecond languagefirst languageSpeed learning is slowacquisition is rapidStagessystematic stages of development系统发展阶段系统发展阶段systematic stages
11、of developmentError correctionnot directly influentialnot involvedDepth of knowledge(the whole is greater than the parts;to able to construct correct utterances)beyond the level of input beyond the level of inputSuccessnot inevitable(possible fossilization)inevitableLevel of attainmentrarely fully s
12、uccessfulfully successfulPage 12本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。First Language,Second Language, and Foreign Languagen Sencond language vs Foreign languagen basic similarity: non-native languagen basic distinction: education,goverment or business(ESL) geographical context little exp
13、osure to native use of the language or few opportunities(EFL)Page 13本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Acquisition and Learning nThe distinction between acquisition and learning is formally made by S.Krashen.nAccording to Krashen, acquisition refers to subconscious learning in the nat
14、ural environment that is not influenced by explicit instruction in a second languages rules and system or about errors(1985)Page 14本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Acquisition and learning nLearning is a conscious process of language development that is the result of intended and ex
15、plicit instrution in a second languages roles and system or about errors in an artificial environment such as a formal language classroom Page 15本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Acquisition and learning Acquisition LearningImplicit ,subconsciousExplicit, consciousInformal situations
16、Formal situationsPicking up a languageKnowing about language Uses grammatical “feel”Uses grammatical rulesDepends on attitudeDepends on aptitudeStable order of acquisitionSimple to complex order of learningPage 16本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。nComprehensible input is a hypothesis
17、 first proposed by Stephen Krashen(1981). He purports that learners acquire a second language by hearing and understanding messages that are slightly above their current second language language level.Comprehensible Input or OutputPage 17本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Comprehensib
18、le Input or OutputnSecond language researchers believe that learnersneed opportunities to practice at their level of second language competency. This practice with second language-speaking peers is called Comprehensible Output.Page 18本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Comprehensible I
19、nput or Output Cooperative learning groups are one way for new learners of a second language to receive plenty of understandable input and produce understandable output. Here are five reasons why:Page 19本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Comprehensible Input or Output1) A small group
20、setting allows for more comprehensible input because the teacher or classmates modifyor adapt the message to the listeners needs.2) Speakers can more easily check on the understanding of the listener.3) There is more opportunity for oral practice and for repetition of content information as peers he
21、lp new learners of a second language negotiate meaning.Page 20本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Comprehensible Input or Output 4) Student talk in a small group is centered on what is actually happening at the moment a task is being performed.5) Feedback and correction are non-judgmen
22、tal and immediate.Page 21本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。InterlanguagenInterlanguage, coined by Larry Selinker, is an emerging linguistic system that has been developed by a learner of a second language who has not become fully proficient yet, but is only approximating the target l
23、anguage: preserving some features of their first language in speaking or writing the target language .Page 22本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。InterlanguagenThe purpose of Interlanguage study is to seek the principle of the natural order of language learning and provide a theoretical
24、 basis for the organization of classroom teaching and selection of teaching materials.Page 23本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Interlanguagen According to Selinker,the theoretical basis of Interlanguage is that learners are looked on not as producers of malformed, imperfect language
25、full of mistakes,but as intelligent and creative beings proceeding through logical systematic stages of acquisition.By a gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native spea
26、kers of a target language.Page 24本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。VarialitynThe two important findings over second language acquisition research over the past few decades are:n 1) second language acquisition is highly systematic, andn 2) second language acquisition is highly variabl
27、e( Selinker, 1994).Page 25本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Varialityn By systematicity, we mean the route of second language development is systematic and second language learners follow roughly the same five stages of acquisition(Lardiere, 2007:23).n Stage 1: The Silent Stagen Stag
28、e 2: The Early Production Stagen Stage 3: The Speech Emergence Stagen Stage 4: The Intermediate Proficiency Stagen Stage 5: The Advanced Proficiency StagePage 26本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Varialityn By variability, we mean that either the rate of the learning process (the spee
29、d at which learners are learning a second language), or the outcome of the learning process(how proficient learners become), or both are variedn The variability can be unsystematic or systematic in terms of route, rate and outcome of acquistion.Page 27本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删
30、除。Fossilizationn It refers to the phenomenon in which second language learners often stop learning even though they might be far short of native-like competence.The term is also used for specific linguistic structures that remain incorrect for lengthy periods of time in spite of plentiful input(e.g.
31、 , in immigrant speaker whose fluent second language still contains non-target like structure).Page 28本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Fossilizationn According to Selinker（1972），），fossilization appear through five central processes: 1) Language transfer 2) Transfer of training 3) Le
32、arning strategies 4) Communication strategies 5) OvergeneralizationPage 29本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Fossilizationn Selinker(1992) summarized eight features of fossilization in second language learning: 1) It can be conscious; 2) It is not experienced as a problem by the indiv
33、idual learner; 3) It is deeply connected to the idea of purpose; 4) It can be determined by personal characteristics,such as cognitive styles or risk taking;Page 30本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。Fossilization 5) It is deeply related to psycho-social factor such as motivation; 6) I
34、t is changeable,and can be modified if purposes and factors vary; 7) It is difficult to eradicate; 8) It is unpredictable. Page 31本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n Transfer is the process of using knowledge of the first language in learning a second language(Odlin,1989). n Transfer
35、 can be positive and negative.Language TransferPage 32本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n 1) Positive transfer Positive transfer occurs when prior knowledge benefits the learning task. Not all effects of language transfer are negative-indeed, we may consider that without some languag
36、e transter, there would be no second language learning.Where language are historically and linguistically related to each other, the positive effects of transfer may be obvious.Language TransferPage 33本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n 1) Positive transfer For example, Chinese const
37、ruction SVO is easily understood and positively transferred into Enlish. Positive transfer is termed as fascilitation and facilitates learning. 1. 我我 学学 英语英语 (S+V+O) 2. I study English (S+V+O) It is exceedingly important to remember that the native language of a second language learner is often posi
38、tively transferred. Chinese students of English can easily understand the meaning and constrction of the English sentence and make the positive transfer because the Chinese sentence is the same in structure as the English one.Language TransferPage 34本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。
39、n 2) Negative transfer Nagative transfer, also termed as interference, occurs when the first language interferes foreign language learning, previous performance disrupts the performance on a second task and leads to errors, or a certain rule or principle in the target language is incorrectly applied
40、 to another learning situation and leads to errors.Language TransferPage 35本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n 2) Negative transfer For example1 I dont know who is she. I dont know who she is.(correct)2 Although he is over sixty,but he insists on cleaning the house all by himself. (w
41、rong) Although he is over sixty,he insists on cleaning the house all by himself. (correct)Language TransferPage 36本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n Transfer is a learning stratagy in second language learning. whether it is poitive or negative does not depend upon the learner, but u
42、pon the similarities or differencies of the forms,patterns, or rules between the two languages. However, it is not always easy to decide wether an errorhas occurred at all. Consider this dialogue:Language TransferPage 37本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n A: I (look for) Bob. You (se
43、e)n B:Yes, I (see）him half an hour ago.n A Chinese learner might produce the question in the following sentence order and with perfect tense.n A: I am looking for Bob. You have seen him?n B:Yes, I have seen him half an hour ago.Language TransferPage 38本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删
44、除。n Sources of Transfer Errorsn 1) Interlingual Transfern 2) Intralingual TransferLanguage TransferPage 39本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n 1) Interlingual Transfern Sources of language transfer can be interlingual and intralingual. Interlingual transfer can be positive or negative
45、 transfer between a first and second language, largely from the former to the later. Interlingual error refers to second language error that reflects first language structure.Language TransferPage 40本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n 1) Interlingual Transfer In studying interlanguag
46、e errors committed by Chinese learners of English, Wu(2006) found the following criteria may categorize any interlingual errors:Language TransferPage 41本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。(1) The leanerner makes an error of grammer because he or she follows the rules of the Chinese lan
47、guage and not the rules of English. For example,I think he will not come to see me tomrrow. (wrong) I dont think he will come to see me tomorrow.(correct)（2）The leaner misuses a vocabulary item because the the item shares features, wether phonological, semantic, or syntatic with an item in the nativ
48、e language. For example,The wounded solider was very dangerous, he might die at any moment .(wrong)The wounded solider was in danger, he might die at any moment .(correct)Language TransferPage 42本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。(3)The learner makes an error of measure words bacause
49、Chinese language does not require the use of a piece of before news.For example,I have a good news to tell you.(wrong)I have a piece of good news to tell you.(correct)(4)The leaner missed the English artcles because there is no article in Chinese. For exmaple,After meeting there will be movie in aud
50、itorium.(wrong)After the meeting there will be a movie in the auditorium.(correct)Language TransferPage 43本文档所提供的信息仅供参考之用，不能作为科学依据，请勿模仿。文档如有不当之处，请联系本人或网站删除。n 2) Intralingual Transfer Intranlingual transfer is negative transter of one already learned rulr, item or knowledge to a new one within the ta
