1、Defining Concepts of Second Language Acquisiton Page 2Contents First Language,Second Language,and Foreign Language Acquisition and Learning Interlanguage Competence and Performance Fossilization Language Transfer Input and Output VariabilityPage 3Competence and Performance nIt is a distinction intro
2、duced by Chomsky into linguistic theory but of wider application.Page 4Competence and Performance n Competence refers to a speakers knowledge of his language as manifest in his ability to produce and to understand a theoretically infinite number of sentences most of which he may have never seen or h
3、eard 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 5Competence and Performance n Performance refers to the specific utterances,including gramatical mistakes and non-linguistic features such as hesitations,accompanying the use of language.n It
4、 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 6Competence and Performance nrelations ncomprehension(listening and reading)competencenproduction(speaking
5、 and writing)performancePage 7（second language acquisition)comprehension(indirectly)n n competence superior to prior ton (internal)production(directly)n comprehensionn performance (external)productionCompetence and Performance Page 8First Language,Second Language,and Foreign LanguagenFirst Language
6、refers to the mother tongue one learns during childhood Page 9First Language,Second Language,and Foreign LanguagenSecond Language refers to the learning of an additional language after learners have acquired their mother tongue.Page 10First Language,Second Language,and Foreign LanguagenForeign Langu
7、age is an additional language taught and learned in a non-target language environment.Page 11First Language,Second Language,and Foreign LanguageGroup 1Group 2first languagesecond languageFirst languageSecond languageMother tougueForeign languageNative languageNon-native language first language vs se
8、cond language1.second language is acquired later than a first language2.second language has lower proficiency level than that of first languagePage 12First Language,Second Language,and Foreign Language similarities and differencescategoriessecond languagefirst languageSpeed learning is slowacquisiti
9、on is rapidStagessystematic stages of development系统发展阶系统发展阶段段systematic stages 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 inputSuccessno
10、t inevitable(possible fossilization)inevitableLevel of attainmentrarely fully successfulfully successfulPage 13First Language,Second Language,and Foreign Languagen Sencond language vs Foreign languagen basic similarity:non-native languagen basic distinction:education,goverment or business(ESL)geogra
11、phical context little exposure to native use of the language or few opportunities(EFL)Page 14Acquisition and Learning nThe distinction between acquisition and learning is formally made by S.Krashen.nAccording to Krashen,acquisition refers to subconscious learning in the natural environment that is n
12、ot influenced by explicit instruction in a second languages rules and system or about errors(1985)Page 15Acquisition and learning nLearning is a conscious process of language development that is the result of intended and explicit instrution in a second languages roles and system or about errors in
13、an artificial environment such as a formal language classroom Page 16Acquisition and learning Acquisition LearningImplicit,subconsciousExplicit,consciousInformal situationsFormal situationsPicking up a languageKnowing about language Uses grammatical“feel”Uses grammatical rulesDepends on attitudeDepe
14、nds on aptitudeStable order of acquisitionSimple to complex order of learningPage 17nComprehensible input is a hypothesis 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 lan
15、guage language level.Comprehensible Input or OutputPage 18Comprehensible 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
16、 19Comprehensible Input 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 20Comprehensible Input or Output1)A small group setting allows for more comprehen
17、sible 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 help new learners of a second languag
18、e negotiate meaning.Page 21Comprehensible 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-judgmental and immediate.Page 22InterlanguagenInterlanguage,coined by Larry Selinker,is an eme
19、rging 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 language:preserving some features of their first language in speaking or writing the target language.Page 23InterlanguagenThe purpose of Inte
20、rlanguage study is to seek the principle of the natural order of language learning and provide a theoretical basis for the organization of classroom teaching and selection of teaching materials.Page 24Interlanguagen According to Selinker,the theoretical basis of Interlanguage is that learners are lo
21、oked on not as producers of malformed,imperfect language 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
22、 closer approximations to the system used by native speakers of a target language.Page 25VarialitynThe 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 vari
23、able(Selinker,1994).Page 26Varialityn 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 Stage 2:The Early Production Stagen Stage 3:The Speech E
24、mergence Stagen Stage 4:The Intermediate Proficiency Stagen Stage 5:The Advanced Proficiency StagePage 27Varialityn By variability,we mean that either the rate of the learning process(the speed at which learners are learning a second language),or the outcome of the learning process(how proficient le
25、arners become),or both are variedn The variability can be unsystematic or systematic in terms of route,rate and outcome of acquistion.Page 28Fossilizationn It refers to the phenomenon in which second language learners often stop learning even though they might be far short of native-like competence.
26、The term is also used for specific linguistic structures that remain incorrect for lengthy periods of time in spite of plentiful input(e.g.,in immigrant speaker whose fluent second language still contains non-target like structure).Page 29Fossilizationn According to Selinker（1972），），fossilization ap
27、pear through five central processes:1)Language transfer 2)Transfer of training 3)Learning strategies 4)Communication strategies 5)OvergeneralizationPage 30Fossilizationn Selinker(1992)summarized eight features of fossilization in second language learning:1)It can be conscious;2)It is not experienced
28、 as a problem by the individual 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 31Fossilization 5)It is deeply related to psycho-social factor such as motivation;6)It is changeable,and can be modi
29、fied if purposes and factors vary;7)It is difficult to eradicate;8)It is unpredictable.Page 32n Transfer is the process of using knowledge of the first language in learning a second language(Odlin,1989).n Transfer can be positive and negative.Language TransferPage 33n 1)Positive transfer Positive tr
30、ansfer occurs when prior knowledge benefits the learning task.Not all effects of language transfer are negative-indeed,we may consider that without some language transter,there would be no second language learning.Where language are historically and linguistically related to each other,the positive
31、effects of transfer may be obvious.Language TransferPage 34n 1)Positive transfer For example,Chinese construction 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 e
32、xceedingly important to remember that the native language of a second language learner is often positively 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 stru
33、cture as the English one.Language TransferPage 35n 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 i
34、n the target language is incorrectly applied to another learning situation and leads to errors.Language TransferPage 36n 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.(wrong)Alth
35、ough he is over sixty,he insists on cleaning the house all by himself.(correct)Language TransferPage 37n Transfer is a learning stratagy in second language learning.whether it is poitive or negative does not depend upon the learner,but upon the similarities or differencies of the forms,patterns,or r
36、ules between the two languages.However,it is not always easy to decide wether an errorhas occurred at all.Consider this dialogue:Language TransferPage 38n A:I(look for)Bob.You(see)n B:Yes,I(see）him half an hour ago.n A Chinese learner might produce the question in the following sentence order and wi
37、th 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 39n Sources of Transfer Errorsn 1)Interlingual Transfern 2)Intralingual TransferLanguage TransferPage 40n 1)Interlingual Transfern Sources of language transfer can be interlingu
38、al and intralingual.Interlingual transfer can be positive or negative 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 41n 1)Interlingual Transfer In study
39、ing interlanguage errors committed by Chinese learners of English,Wu(2006)found the following criteria may categorize any interlingual errors:Language TransferPage 42(1)The leanerner makes an error of grammer because he or she follows the rules of the Chinese language and not the rules of English.Fo
40、r 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 native language.For example,The wounded solider
41、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 43(3)The learner makes an error of measure words bacause Chinese language does not require the use of a piece of before news.For example,I have a good news
42、 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 auditorium.(wrong)After the meeting there will be a movie in the auditorium.(correct)Language Transfer
43、Page 44n 2)Intralingual Transfer Intranlingual transfer is negative transter of one already learned rulr,item or knowledge to a new one within the target language.It occurs when the learner has learned some rules of the target language,but has not learned the restrictions on their use.Language Trans
44、ferPage 45n 2)Intralingual Transfer Two examples of the misuses of subordinator and preposition.(1)This shows that how beautiful she is.The learner incorrectly applied the rule of the introducing an object clause with that,thus causing interalingual errors in grammertic structure.(2)Last night we discussed about the problem of lokks.The learner overused about based on his learning of other phrase such as talk about and think about.In English,discuss something without about is an idiomatic phrase.Language Transfer
