图形联想创意说课讲解.doc

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1、Good is good, but better carries it.精益求精，善益求善。图形联想创意-DiscussionQuestionsofSLAChapter1:Learningafirstlanguage1.Thinkofthreeorfourtelegraphicsentencesthatayoungchildmightproduce.ThesemaybeinEnglishoranotherlanguageyouknowwell.Howaretheselittlesentencessimilartothoseintheadultlanguage?Howaretheydiffere

2、nt?Telegraphicsentences:1:Mommyjuice.2:babyfalldown.3:Daddyuh-oh.Similarity:Thewordorderreflectsthewordofthelanguagetheyarehearing,whichissimilartoadults.Difference:Ayoungchildistendtoleaveoutsuchthingsasarticles,prepositions,andauxiliaryverbs.2.Researchershaveusedbothlongitudinalandcross-sectionala

3、pproachestoinvestigatetheorderofacquisitionofgrammaticalmorphemesinEnglishbyyoungchildren.Describetheseapproachesinyourownwords.Whatarethechallengesandthepotentialbenefitsofeach?Longitudinalapproach:aapproachwhichstudiesthesamelearnersoveranextendedperiodoftime.Cross-sectionalapproach:aapproachwhich

4、studiesdifferentlearnersatthesametime.(e.g.Someoneusescross-sectionalapproachtostudychildrenatdifferentagesandstagesofdevelopment.)Forlongitudinalapproach,itsbenefitisthatitshowstheevidenceforadevelopmentalsequenceororderofacquisition.Itschallengeisthatitfailtofullydemonstratethatchildrendonotmaster

5、themorphemesatthesamerate.Forcross-sectionalapproach,itsbenefitisthatitfullydemonstratesthatchildrenwhoaccuratelyusethelatemorphemescanusetheearlymorphemesaccurately.Buttheverseisnottrue.3.Whatisthewugtest?WhatdothefindingsfromthewugtesttellusaboutChildrensdevelopinglanguage?Whatadvantagesdoesthewug

6、testhaveoverstudiesthatobservechildrenslanguageinnaturalsettings?Canyouthinkofsomedisadvantages?Wugtest:atestbywhichchildrendemonstratethattheyactuallyknowtherulesofmorphology.e.g.Childrenareshownpicturesofimaginarycreatureswithnovelnamesorpeopleperformingmysteriousactions.Forexample,theyaretold,Her

7、eisawug.Nowtherearetwoofthem,therearetwo_.Findings:Bycompletingthesentencesinwugtest,childrendemonstratethattheyactuallypossessimplicitknowledgeoflinguisticmorphology,whichfightsagainstbehaviorism.Advantagesanddisadvantages:Acriticalattributeofthetestisthatthetargetwordbeamade-up(butplausible-soundi

8、ng)pseudoword,sothatthechildwillneverhavehearditbefore.Achildwhoknowsthatthepluralofwitchiswitchesmayhaveheardandmemorizedthatpair,butachildrespondingthatthepluralofwug(whichhehaspresumablyhasneverheard)iswugs,hasapparentlyinferred(perhapsunconsciously)thebasicruleforformingplurals.4.Whatismetalingu

9、isticawareness?Whyisitaprerequisiteforbeingabletounderstandmostjokesandriddles?Thinkofajokeorriddleyouknow.Howismetalinguisticawarenessrelatedtoyourunderstandingofwhatmakesthisjokefunny?Mentalinguisticawareness:theabilitytotreatlanguageasanobject,separatefromthemeaningitconveys.Mentalinguisticawaren

10、essincludesthediscoveryofsuchthingsasambiguitywordsandsentencesthathavemultiplemeaning.Thisgiveschildrenaccesstowordjokes,trickquestions,andriddles.e.g.牙齿在刀口上youcannottreat牙齿asrealteethand刀口astherealknifeedge,buttreat牙齿,刀口asonlywords.5.Whathaveresearchersobservedaboutthefrequencywithwhichyoungchildr

11、enengageinimitationandrepetitivepractice?Inwhatwayareyoungchildrenslinguisticimitationandpracticepatternsdifferentfromthoseofsomeforeignlanguageclasses?Observation:1:Childrensimitationsarenotrandombutselective.2:Theyimitatewhattheyunderstand.3:Theyimitatenewwordsandsentencestructuresuntiltheybecomes

12、olidlygroundedinhislanguage.Mydear,wouldyoulikesomemilk?Mydear,wouldyoulikesomemilk?Mydear,wouldyoulikesomemilk?Difference:differentfromthoseofsomeforeignlanguageclasses,youngchildrenimitatewhattheywanttoimitate.6.Giveexamplesofbothgrammaticalandlexicalovergeneralizationerrorsfoundinearlychildlangua

13、ge.Whatisthegenerallearningprinciplethatunderliessucherrors?Exampleofgrammaticalovergeneralizationerrors:Randall(2,9):Aredogswiggletheirtails？Correctform:Dodogswiggletheirtails?Exampleoflexicalovergeneralizationerrors:Randallhadalittlebumponhishandandhismothersaidthattheydhavetotakehimtothedoctor.Ra

14、ndall(3,0)asks:Why?Sohecandocmylittlebump?Thegenerallearningprinciplethatunderliessucherrors:Childrenappeartopickoutpatternsandthengeneralizethemtonewcontexts.Theycreatenewformsornewusesofwordsuntiltheyfinallyfigureouthowtheformsareusedbyadults.Theirnewsentencesareusuallycomprehensibleandoftencorrec

15、t.Itreflectstheinfluenceofbehaviorisminfirstlanguagelearning.7.HowdothestoriesofVictorandGenie(pages1921)supportthecriticalperiodhypothesis?Doyoufindthisevidenceconvincing?WhydomostresearchersconsiderthattheevidencefromusersofAmericanSignLanguagethatwascollectedbyNewportandhercolleagues(page21)isstr

16、ongersupportfortheCPH?VictorandGeniearechildrenwhohavebeendeprivedofcontactwithlanguageintheirearlyyears.Theirlanguageacquisitiondevicewasstimulatedtoolate,sotheyCANNOTlearnlanguagelikenormalpeople.Theirlanguagedevelopmentwasabnormal.(Victoronlyuttered“lait”asanexcitedexclamationatthesightofmilkandn

17、everusedthewordtocommunicatehisneed.Genieslanguagecontainedmanyofthefeaturesofabnormallanguagedevelopment)SothestoriesofVictorandGeniesupportthecriticalperiodhypothesis.Itisdifficulttoarguethatthehypothesisisconfirmedonthebasisofevidencefromsuchunusualchildrenandtheunknowncircumstancesoftheirearlyli

18、ves.Wecannotknowwhatotherfactorsbesidesbiologicalmaturitymighthavecontributedtotheirinabilitytolearnlanguage.Therefore,thisevidenceisnotconvincing.Reason:1. TheseusersofAmericanSignLanguageareusualchildrenwhoacquiretheirfirstlanguageatdifferentages.Theycomefromlovinghomes,yetdonotreceiveexposuretola

19、nguageattheusualtime.2. Andthecircumstancesoftheirearlylivesareknowntotheresearchers.TheybeginlearningASLoftenwhentheystartattendingaresidentialschoolwheresignlanguageisusedforday-to-daycommunication.3. Inthestudy,therewerethreedistinctgroupsofASLusers:Nativesignerswhowereexposedtosignlanguagefrombi

20、rth,EarlylearnerswhosefirstexposuretoASLbeganatagesfourtosixatschool,andLatelearnerswhofirstcameintocontactwithASLaftertheageof12.ResultsoftheresearchshowedthattheNativegroupoutperformedtheEarlylearnergroupwhooutperformedthelatelearnergroupontestsfocusingongrammaticalmarkers.Thestudysupportsthehypot

21、hesisthatthereisacriticalperiodforfirstlanguagelearning.8.HowarePiagetsandVygotskysviewsoffirstlanguageacquisitionsimilar?Howdotheydiffer?Piaget(early)1:Observedtheactionofinfantsandchildrenandtracedthedevelopmentoftheircognitiveunderstanding2:Childrenscognitivedevelopmentpartlydeterminedhowtheyusel

22、anguage3:Languagewasanumberofsymbolsystemswhicharedevelopedinchildhoodandcanrepresentchildrensknowledge.Vygotsky(strong)1:Referredtowhatthechildcoulddoininteractionwithanother,butnotalone2:Observedtheconversationsandsawtheoriginsofbothlanguageandthought.3:Thoughtwasinternalizedspeechandspeechemerged

23、insocialinteraction,theydevelopedseparatelyandthencombinedtogether,forexample,childrenattheageof3-7wouldtalktothemselves.4:Languagedevelopedentirelyfromsocialinteraction.Similarities:interaction1:Bothofthemwereinteractionists2:languagedevelopsasaresultofthecomplexinterplaybetweentheuniquelyhumanchar

24、acteristicsofthechildandtheenvironmentinwhichthechilddevelops.3:Comparedwithinnatists,moreimportancetotheenvironment，forexample,emphasizingchild-directedspeechlanguageacquisitionissimilartoandinfluencedbyotherskillsandknowledge,ratherthanasindependentofthechildsexperience.Differencestherelativecontr

25、ibutionsofhumanmindandtheenvironmentPiagetInteractionwithphysicalworldcognitiveunderstandinggrowthandlanguagedevelopment.VygotskyInteractionwithphysicalworldthought(internalizedspeech)development;Socialinteractionlanguage(sociallanguage)development;Attheageof2-7,thoughtandlanguagecombine.9.Whatwasun

26、usualaboutJimsexposuretolanguage?Howdoesthiscasesupportaninteractionistperspectiveonlanguageacquisition?Jim,thehearingchildofdeafparents,exposedtolanguageonlythroughtelevisiontotheageof3,9.Hisparentsdidnotusesignlanguagewithhim.Thus,Jimdidnotbeginhislinguisticdevelopmentinnormalenvironmentinwhichapa

27、rentcommunicatedwithhimeitheroralorsignlanguage.Thefactthathehadfailedtoacquirelanguagebeforeinteractingwithadultssuggeststhattheproblemlayintheenvironment.Theexposuretoimpersonalsourcesoflanguagesuchastelevisionisinsufficientforthechildtolearnlanguage.ThecaseofJimemphasizestheimportantofinteraction

28、.One-to-oneinteractiongivesthechildaccesstolanguagewhichisadjustedtohisorherlevelofcomprehension,whichsupportstheinteractionistsperspective.Chapter2:TheoreticalapproachestoexplainingsecondlanguagelearningThebehaviouristperspective10.StatetheContrastiveAnalysisHypothesis(CAH)andexplainwhyitisoftenlin

29、kedtothebehaviouristtheory.Whatareitslimitations?TheCAHpredictsthatwheretherearesimilaritiesbetweenthefirstlanguageandthetargetlanguage,thelearnerwillacquiretarget-languagestructureswithease;wheretherearedifferences,thelearnerwillhavedifficulty.Becausebehavirouristsbelievethatlanguagedevelopmentisvi

30、ewedastheformationofhabitsanditisassumedthatapersonlearningasecondlanguagestartsoffwiththehabitsformedinthefirstlanguageandthatthesehabitsinterferewiththenewonesneededforthesecondlanguage,CAHisoftenlinkedtothebehaviouristtheory.Thereislittledoubtthatalearnersfirstlanguageinfluencestheacquisitionofas

31、econdlanguage.However,researchershavefoundthatnotallerrorspredictedbytheCAHareactuallymade.Furthermore,manyoftheerrorswhichlearnersdomakearenotpredictableonthebasisoftheCAH.11.Whatcontributionhasbehaviourismmadetoourunderstandingofhowlanguagesarelearned?Whatisthetheorynotabletoexplain?Behaviouristsa

32、ccountforlearningintermsofimitation,practice,reinforcement,andhabitformation.Learnersreceivelinguisticinputfromspeakersintheirenvironmentandtheyformassociationsbetweenwordsandobjectsorevents.Thesesassociationsbecomestrongerasexperiencesarerepeated.Learnersreceiveencouragementfortheircorrectimitation

33、,andcorrectivefeedbackontheirerrors.Thetheorymaynotabletoexplainthatsomelearnersarereluctanttotransfercertainfeaturesoftheirlanguagetothesecondlanguages,evenwhenthetranslationequivalentwouldbecorrect.Also,languagelearnersmayuttersomesentencesandexpressionsthattheymaynothearbefore.Theinnatistperspect

34、ive12.Sumup,inyourownwords,themainpointssurroundingthedebateaboutthenatureandavailabilityofUGinSLA.Wheredoyoustand?UGproposedbyChomskypermitsallchildrentoacquirethelanguageoftheirenvironment,duringacriticalperiodintheirdevelopmentbutnotmakesspecificclaiminSLA.Butsomepeoplearguethatevenifsecondlangua

35、gelearnersbegintolearnSLaftertheendofthecriticalperiodandevenifmanyfailtoachievecompletemasteryofthetargetlanguage,theystillknowmoreaboutthelanguagethantheycouldreasonablyhavelearned.TheyinferfromthisthatUGmustbeavailabletosecondlanguagelearnersaswellastothefirstlanguagelearners.IbelievethatUGcanapp

36、liedinSLA,sincewecannotdenythatwecanspeakmoreexpressionsofsecondlanguagethanwehavelearnedbefore.13.NamethefivehypothesesthatmakeupKrashensMonitorModel.Accordingtothismodel,whatconditionsmustbepresentforacquisitiontotakeplace?Whataretheconditionsforlanguagelearning?TherearefivehypothesesthatmakeupKra

37、shensMonitorModel:theacquisition-learninghypothesis,themonitorhypothesis,thenaturalorderhypothesis,theinputhypothesisandtheaffectivefilterhypothesis.InKrashensview,weacquireasweareexposedtosamplesofthesecondlanguagewhichweunderstand.Thishappensinmuchthesamewaythatchildrenpickuptheirfirstlanguagewith

38、noconsciousattentiontolanguageform.Welearnedontheotherhand,viaaconsciousprocessofstudyandattentiontoformandrulelearning.14.WhatarethelimitationsofKrashenstheory?WhydoyouthinkthatKrashensideashavebeensoinfluentialinsecond-andforeign-languageeducation?Limitations:inhisthemonitorhypothesis,itisverydiff

39、iculttoshowevidenceofmonitoruse.Inanygivenutterance,itisimpossibletodeterminewhathasbeenproducedbytheacquiredsystemandwhatistheresultofmonitoruse.Inhistheinputhypothesis,whileheacknowledgedthatsomepeoplewhoareexposedtoextensivecomprehensibleinputdonotachievehighlevelsofproficiencyinthesecondlanguage

40、.Influence:theaffectivefilterhypothesishaveimmediateimplicationsforclassroompractice.Teacherscanunderstandwhysomelearners,giventhesameopportunitytolearn,maybesuccessfulwhileothersarenot.Also,Krashenstheorysupportcommunicativelanguageteaching,particularlyinNorthAmerica.Thecognitiveperspective15.Howdo

41、esinformation-processingmodelexplainSLA?Information-processingmodelexplainSLAasthebuildingupofknowledgesystemthateachcaneventuallybecalledonautomaticallyforspeakingandunderstanding.Interactionistposition16.InwhatwayareproponentsoftheinteractionistpositioninSLAinagreementwithKrashensmonitormodel?Inwh

42、atwaydotheygobeyondit?InteractionistpositioninSLAagreeswithKrashenthatcomprehensibleinputisnecessaryforlanguageacquisition.However,Interactionistpositionismoreconcerenedwiththeacquisitionofhowinputismadecomprehemsible.17.Whatkindsofconversationalmodificationsdonativespeakersmakewhentheytalktonon-nat

43、ivespeakers?Whatsimilaritiesanddifferenceswouldyouexpecttofindbetweenthesemodificationsandthosethatareobservedinchild-directedspeech?Why?Simplification,elaboration,slowerspeechrate,gestureortheprovisionofadditionalcontextualcues.Similarities:thepurposeofallthesekindsofmodificationistomakeSLlearnersu

44、nderstandtheutterance.Differences:thewaystheyusetomodifytheirutterancearedifferent.Becausetheywaysofmodificationshouldbechosenaccordingtodifferentcontextandtherecipients.18.SeveraltheoriesforL2learninghavebeenproposedinthischapter.Isoneofthemmoreconsistentwithyourownunderstandingofhowlanguagesarelea

45、rned?Ifso,howhaveyourexperiencesasalearnerbroughtyoutothisview?SeveraltheoriesforL2inthischapter:behaviourism,CHA,innatism,UniversalGrammar,Krashensmonitormodel,informationprocessing,connectionism,TheinteractionistpositionFormyownperspective,behaviourism(imitation,practice,reinforcementandhabitforma

46、tion)ismoreconsistentwithmyownunderstandingofhowlanguagesarelearned.Forexample:whenwelearned“Ilikeapples,”wewouldusepeaches,pears,bananas,grapestoreplaceapples.Chapter3:Factorsaffectingsecondlanguagelearning19.WhyisitdifficulttoassesstheinfluencethatpersonalcharacteristicshaveonthedevelopmentofL2pro

47、ficiency?Allofthecharacterslistedabovecanbeclassifiedintofivemaincategories:motivation,aptitude,personality,intelligence,learnerspreferences.However,manyofthecharacterscannotbeassignedexclusivelytoonecategory.Forexample,thecharacteristic“iswillingtomakemistakes”canbeconsideredapersonalityoramotivati

48、onalfactor.Toconclude,thereareseveralproblemscausingdifficultiesinassessingtheinfluencethatpersonalcharacteristicshaveonthedevelopmentofL2proficiency:(1)Itisnotpossibletodirectlyobserveandmeasurequalitiessuchasmotivation,extroversion,orevenintelligence.(2)Howlanguageproficiencyisdefinedandmeasuredisdifficult.(3)Thereistheproblemofinterpretingthecorrelationoftwofactorsasbeingduetoacausalrelationshipbetweenthem.Intelligence20.LanguagelearnersperformanceonIQtestsisrelatedtocertainaspectsofL2abilitybutnottoothers.Giveexamplestoexplainthisstatement.