二语习得(L10).ppt
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1、LessonTenTheoriesofsecondlanguageacquisitionlTheroleoftheoryinSLAlApproachestotheorybuildinglSchoolsoftheoriesofsecondlanguageacquisitionlTheroleoftheoryinSLAlDescription:thecharacterizationofthenatureofthelinguisticcategorieswhichconstitutethelearnersinterlanguagelExplanation:howSLAtakesplacelWhySL
2、AtakesplacelTwoapproachestotheorybuilding:ltheory-then-researchlresearch-then-theorylThestudyofSLAhasinvolvedbothapproachesSchoolsoftheoriesofsecondlanguageacquisitionlNativisttheoriesofSLAleg.TheUniversalsHypothesislEnvironmentalisttheoriesofSLAleg.TheacculturationModellInteractionisttheoriesofSLAl
3、eg.ThediscoursetheorySchoolsoftheoriesofsecondlanguageacquisitionl1.The acculturation Modell2.Accommodation Theoryl3.The discourse theoryl4.The monitor theoryl5.Variable Competence Modell6.The Universals Hypothesisl7.The neurofunctional Theoryl8.SR ModelTheacculturationtheoryMeaningofacculturationSo
4、cialdistanceSocialfactorsthatcreategoodlanguagelearningenvironmentPsychologicaldistancePsychologicalfactorsincreasingthepsychologicaldistanceNativizationvsDenativizationTheacculturationtheoryDefinitionofacculturationAcculturationisdefinedbyBrown(1980a:129)astheprocessofbecomingadaptedtoanewculture.l
5、Twomodels:lJohnSchumannsmodellAndersensmodelTheNativizationModelThePremiseoftheAcculturationModellJohnSchumannsmodellsecondlanguageacquisitionisjustoneaspectofacculturationandthedegreetowhichalearneracculturatestothetargetlanguagegroupwillcontrolthedegreetowhichheacquiresthesecondlanguage.(Schumann1
6、978c:34)FactorsDeterminingAcculturationlAcculturation,andhenceSLA,isdeterminedbythedegreeofsocialandpsychologicaldistancebetweenthelearnerandthetargetlanguageculture.SocialdistanceSocialdistanceiscreatedbytherelationsbetweenthelearnerandmembersofthetargetsocialgroup.Socialfactorsthatcreategoodlangua
7、geSocialfactorsthatcreategoodlanguagelearningenvironmentlearningenvironment1.ThetargetlanguagegroupandL2groupsvieweachotherassociallyequal.2.ThetargetlanguagegroupandL2groupsaredesirousthattheL2groupwillassimilate.3.BoththetargetlanguagegroupandL2groupsexpecttheL2grouptosharesocialfacilities.4.First
8、languagegroupissmallandnotverycohesive.5.TheL2groupscultureiscongruentwiththatofthetargetlanguagegroup.6.Bothgroupshavepositiveattitudestoeachother.7.TheL2groupenvisagesstayinginthetargetlanguageareaforanextendedperiod.PsychologicaldistancePsychologicaldistanceistheresultofvariousaffectivefactorsoft
9、helearner.Psychologicalfactorsincreasingthepsychologicaldistance1.Languageshock,2.Cultureshock3.Lowmotivation4.HighegoboundariesContinuedpidginizatonistheresultofsocialandpsychologicaldistance.Whenpidginizatonpersiststhelearnerfossilizes.lTheresultofsocialandpsychologicaldistanceisthecontinuedpidgin
10、izationandfossilization.AndersensmodelTheNativizationModelAndersensmodelTheNativizationModellNativizationDenativizationlAccommodationlGrowthindependentGrowthtowardsanloftheexternalnormassimilationexternalnormlRestrictedaccessadequateaccessltoinputtoinputlPidginizationDepidginizationlcreationofauniqu
11、eFirst/secondlanguagelfirst/secondlanguageasincreasingapproximationlacquisitiontowardsexternaltargetnormAssimilation同化andaccommodation适应lAssimilationreferstotheprocessbywhichnewitemsareaddedtoaconceptorschemalAccommodationreferstotheprocessbywhichtheexistingconceptorschemaischangedonthebasisofnewinf
12、ormation.lASSIMILATION:)EXAMPLE:A child who knows what a dog is sees another four-legged animal that she or he has never before encountered,such as a cow,and not recognizing it,uses previous schema to call it a dog.lACCOMMODATION:EXAMPLE:After the child calls the cow a dog,his or her mother tells hi
13、m or her that this new four-legged creature is a cow.The next time the child sees a cow he or she identifies it as a cow,indicating that the childs previous schema of four legged creatures had been expanded to include cows.AccommodationTheorylAccommodationTheoryderivesfromtheresearchofGilesandassoci
14、atesintotheintergroupusesoflanguageinmultilingualcommunitiessuchasBritain.lHisprimaryconcernistoinvestigatehowintergroupusesoflanguagereflectbasicsocialandpsychologicalattitudesininter-ethniccommunication.lAsanoffshootofthis,hasalsoconsideredSLAfromanintergroupstanceanditistheresultingviewofSLAwhich
15、hasbecomeknownasAccommodationTheory.DifferencesfromAcculturationModellAcculturationModelAccommodationTheorylActualsocialdistanceperceivedsocialdistancelSocialandpsychologicallDistanceasabsolutephenomenalIntergrouprelationshipstaticdynamiclmotivationllinguisticoutputMotivationlGilesalsobelieves(Ellis
16、1985),thatL2proficiencylargelyreliesuponmotivation,whichistoagreatextentaffectedbyhowindividuallearnersviewthemselvesintermsofethnicidentity.Thisisdeterminedbythefollowingvariables(Ellis1985:257):l1.Identificationoftheindividuallearnerwithhisethnicingroup.Towhatdegreealearneridentifieshimselfwithhis
17、owningroup.l2.Inter-ethniccomparison.Ifalearnermakespositiveornegativecomparisonsbetweenhisgroupandtheoutgroup.l3.Perceptionofethno-linguisticvitality.Ifalearnerviewshisingroupasloworhighinstatusandboundedwithorexcludedfrominstitutionalpower.l4.Perceptionofingroupboundaries.Ifalearnerviewshisingroup
18、asculturallyandlinguisticallyexcludedformtheoutgroup(hardboundaries)orasculturallyandlinguisticallycorrelating(softboundaries).l5.Identificationwithotheringroupsocialcategories.Ifalearnercanidentifywithanykindofhisingroupsocialcategories,e.g.occupation,gender,educationandaccordinglyhasanadequateorin
19、adequatestatuswithinhisingroup.lKey variables A Blhighmotivationlowmotivationlhighlevelofproficiencylowlevelofproficiency1.Identificationwithweakidentificationstrongidentificationingroup2.inter-ethnicmakesfavourableormakesnegativecomarisonnocomparison,parison,i.e.ingroupingroupnotseenasseenasinferio
20、rinferior3.Perceptionoflowperceptionhighperceptionethno-linguisticvitality4.Perceptionofsoftandopenhardandclosedingroupboundaries5.Identificationwithstrongidentificationweakidentificationothersocial-satisfactoryingroup-inadequategroupcategoriesstatusstatusLinguisticoutput.lThelevelofproficiencythata
21、learnercanachieveinsecondlanguageacquisitionisalsodependentonthelearnerslinguisticoutput.l()peoplearecontinuallymodifyingtheirspeechwithotherssoastoreduceoraccentuatethelinguistic(andhence)socialdifferencesbetweenthemdependingontheirperceptionsoftheinteractivesituation(Ellis1985:257).TwotypesofL2spe
22、akersuseofethnicspeechmarkerslTwotypesofL2speakersuseofethnicspeechmarkerslinguisticfeatureswhichmarktheingroupmembershipofthespeaker,namelyupwardconvergence(上行聚合点)anddownwardconvergence(下行分散点)(Ellis1985).lUpwardconvergenceappearswheningroupspeechmarkersarenotaccentuated,thereforealearnersmotivation
23、concerningoutgroupcommunityisfavorable.Downwardconvergence,incontrast,occurswhenethnicspeechmarkersarestressed,andlearnersmotivationtowardstheoutgroupisunfavorable.BothphenomenacanvarywithregardtoL2speakersevaluationofhimselfandhisingroupasopposedtotheoutgroup.Itcanbefurtherstatedthatalearnerchooses
24、whatstyleandformtoadoptaccordingtohissocialandpsychologicaldistances,aswellasduetothedegreetowhichhewishestomarkhisspeechasthatoftheingroup.lLanguageacquisitionisoptimalwhenalearnerfitstheupwardconvergencecriterion,otherwisealearnerfossilizes.TheDiscourseTheoryDefinitionofdiscourselDiscourseisthelan
25、guageinuse.lAccordingtothediscoursetheoryoflanguageacquisition,whichwasproposedbyHatchinthelate1970s,functionsofspeechareofprimaryimportancetolearnersbothinthecaseofmothertongueaswellasaforeignlanguage.Whatisdiscoursetheory?lItfollowsfromatheoryoflanguageuse,inwhichcommunicationistreatedasthematrixo
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