1、Unit 3,Defining Concepts of Second Language Acquisiton,Contents,Competence and Performance,It is a distinction introduced by Chomsky into linguistic theory but of wider application.,Competence and Performance,Competence refers to a speakers knowledge of his language as manifest in his ability to pro
2、duce 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理解并能够产出之前从没见过或听说过的句子。,Competence and Performance,Performance refers to the specific utterances, including gramatical mistakes and non-linguistic features
3、such as hesitations, accompanying the use of language. It is the actual production or use of language such as speaking ,writing,or the comprehension(listening,reading)of linguistic events 这实际上是说写或者语言界中的理解（听看）等方面的产出与运用,Competence and Performance,relations comprehension(listening and reading)competenc
4、e production(speaking and writing) performance,（second language acquisition) comprehension(indirectly) competence superior to prior to(internal ) production(directly) comprehension performance(external) production,Competence and Performance,First Language,Second Language, and Foreign Language,First
5、Language refers to the mother tongue one learns during childhood,First Language,Second Language, and Foreign Language,Second Language refers to the learning of an additional language after learners have acquired their mother tongue.,First Language,Second Language, and Foreign Language,Foreign Langua
6、ge is an additional language taught and learned in a non-target language environment.,First Language,Second Language, and Foreign Language,first language vs second language,1.second language is acquired later than a first language 2.second language has lower proficiency level than that of first lang
7、uage,First Language,Second Language, and Foreign Language,similarities and differences,First Language,Second Language, and Foreign Language,Sencond language vs Foreign language basic similarity: non-native language basic distinction: education,goverment or business(ESL)geographical context little ex
8、posure to native use of the language or few opportunities(EFL),Acquisition and Learning,The distinction between acquisition and learning is formally made by S.Krashen. According to Krashen, acquisition refers to subconscious learning in the natural environment that is not influenced by explicit inst
9、ruction in a second languages rules and system or about errors(1985),Acquisition and learning,Learning 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 an artificial environment such as a f
10、ormal language classroom,Acquisition and learning,Comprehensible 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 language language level.,Comprehensib
11、le Input or Output,Comprehensible Input or Output,Second 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.,Comprehensible Input or Output,Cooperativ
12、e 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:,Comprehensible Input or Output,1) A small group setting allows for more comprehensible input because the teacher or classmates m
13、odifyor 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 language negotiate meaning.,Comprehensible Input or
14、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.,Interlanguage,Interlanguage, coined by Larry Selinker, is an emerging linguistic system that has been developed by a
15、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 .,Interlanguage,The purpose of Interlanguage study is to seek the principle of the natural
16、order of language learning and provide a theoretical basis for the organization of classroom teaching and selection of teaching materials.,Interlanguage,According to Selinker,the theoretical basis of Interlanguage is that learners are looked on not as producers of malformed, imperfect language full
17、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 speakers
18、of a target language.,Variality,The two important findings over second language acquisition research over the past few decades are:1) second language acquisition is highly systematic, and2) second language acquisition is highly variable( Selinker, 1994).,Variality,By systematicity, we mean the route
19、 of second language development is systematic and second language learners follow roughly the same five stages of acquisition(Lardiere, 2007:23). Stage 1: The Silent Stage Stage 2: The Early Production Stage Stage 3: The Speech Emergence Stage Stage 4: The Intermediate Proficiency Stage Stage 5: The
20、 Advanced Proficiency Stage,Variality,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 learners become), or both are varied The variability can be unsystematic or s
21、ystematic in terms of route, rate and outcome of acquistion.,Fossilization,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 fo
22、r lengthy periods of time in spite of plentiful input(e.g. , in immigrant speaker whose fluent second language still contains non-target like structure).,Fossilization,According to Selinker（1972），fossilization appear through five central processes:1) Language transfer 2) Transfer of training 3) Lear
23、ning strategies 4) Communication strategies 5) Overgeneralization,Fossilization,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 individual learner;3) It is deeply connected to the idea of purpos
24、e;4) It can be determined by personal characteristics,such as cognitive styles or risk taking;,Fossilization,5) It is deeply related to psycho-social factor such as motivation;6) It is changeable,and can be modified if purposes and factors vary;7) It is difficult to eradicate;8) It is unpredictable.
25、,Transfer is the process of using knowledge of the first language in learning a second language(Odlin,1989). Transfer can be positive and negative.,Language Transfer,1) Positive transferPositive transfer occurs when prior knowledge benefits the learning task.Not all effects of language transfer are
26、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 effects of transfer may be obvious.,Language Transfer,1) Positive transferFor example, Chinese const
27、ruction SVO is easily understood and positively transferred into Enlish.Positive transfer is termed as fascilitation and facilitates learning.1. 我 学 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 positively t
28、ransferred. 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 Transfer,2) Negative transferNagative transfer, also termed as interfere
29、nce, 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 to another learning situation and leads to errors.,Language Trans
30、fer,2) Negative transferFor example 1 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)Although he is over sixty,he insists on cleaning the house all by himself. (correct),Language Transfer,Transfer is a l
31、earning 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 rules between the two languages. However, it is not always easy to decide wether an errorhas occurred at all. Consider
32、 this dialogue:,Language Transfer,A: I (look for) Bob. You (see) B:Yes, I (see）him half an hour ago. A Chinese learner might produce the question in the following sentence order and with perfect tense. A: I am looking for Bob. You have seen him? B:Yes, I have seen him half an hour ago.,Language Tran
33、sfer,Sources of Transfer Errors 1) Interlingual Transfer 2) Intralingual Transfer,Language Transfer,1) Interlingual TransferSources of language transfer can be interlingual and intralingual. Interlingual transfer can be positive or negative transfer between a first and second language, largely from
34、the former to the later. Interlingual error refers to second language error that reflects first language structure.,Language Transfer,1) Interlingual TransferIn studying interlanguage errors committed by Chinese learners of English, Wu(2006) found the following criteria may categorize any interlingu
35、al errors:,Language Transfer,(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. 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 misus
36、es 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 was very dangerous, he might die at any moment .(wrong) The wounded solider was in danger, he might die at any moment .(correct)
37、,Language Transfer,(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 to tell you.(wrong) I have a piece of good news to tell you.(correct)(4)The leaner missed the English artcles because ther
38、e 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,2) Intralingual TransferIntranlingual transfer is negative transter of one already learned rulr, item or knowledge to
39、 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 Transfer,2) Intralingual TransferTwo examples of the misuses of subordinator and preposition. (1) This shows that how beautiful
40、 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,谢谢观赏,
