1、Interactionist theories of second language acquisition,Introduction to interaction,A significant aspect in cognitive studies. It assumes that children comprehend the social role of language for communication and their desire to communicate becomes an intensive motivation factor for language acquisit
2、ion.,Topics,1. Givons functional- typological theory 2. ZISA groups Multidimensional Model,Givons functional- typological theory,1.Givon美国功能语言学先驱与代表 俄勒冈大学教授 2. A functional-typological approach to L2 acquisition attempts to explain facts about the acquisition of a L2 through the use of universal, li
3、nguistic generalizations that have been postulated on the basis of L1.,Two Hypotheses, Markedness differential hypothesis 标记差异假说 The area of difficulty that a language learner will have can be predicted on the basis of a systematic comparison of the grammars of the NL, the TL, and the markedness rel
4、ations stated in universal grammar. 1.Markedness If the presence of a structure p in a language implies the presence of some other structure, q, but the presence of q in some language does not imply the presence of p, then structure p is marked relative to structure q, and structure q is unmarked re
5、lative to structure p.,2.Difference between L1 and L2 A. Those TL structures that are both different and relatively more marked than the corresponding structures in the NL are predicted to be more difficult. B. The degree of difficulty will correspond directly to the degree of markedness. C. Those T
6、L differences that are not more marked will not be more difficult. E.g.The final stop-stop clusters will present more difficulty to Japanese learners of English than final stop-fricative clusters, as stop-stop is more marked than stop-fricative. (The degree of difficulty will correspond directly to
7、the degree of markedness. ),The structure conformity hypothesis符合结构假说 All universals that are true for primary languages are also true for Ils.The fundamental assumption is that Ils are linguistic system in their own right (Selinker, 1972). The interest of the SCH is that it is an open and empirical
8、 question whether the structures of Ils are the same type of systems as L1s. Supporting Evidence:Eckman et al. (1989) gathered both syntactic and phonological data.The syntactic data was English interrogatives structures from the Ils of 14 adults learners of English. The purpose was to determine whe
9、ther the IL conformed to the universal generalizations. The results were generally confirmatory of the SCH. .,Comparing functional-typological approach and UG approach to SLA,They differ in the type of generalization stated. Generalizations in functional-typological approach are given based on data
10、from a large number of languages. UG is a set of abstract and general principles assumed to be adequate for characterizing the core grammar of all natural languages. They differ in the type of explanations given for these generalizations. Functional-typological approach explains these generalization
11、 from functional or innateness perspective. UG, on the other hand, explains the generalizations by saying that there are inborn universal principles in humans brains. The variability from among languages is due to the well-defined parameters allowed by these principles. They also differ in their cla
12、ims about L2 acquisition. Functional-typological approach proposes that markedness based on empirical findings decides the difficulty or order of L2 acquisition. Proponents of UG claim that Ils are constrained by UG as well.,ZISA groups Multidimensional Model,ZISA小组的学者：Meisel, Clahsen and Pienemann
13、研究目的：调查德语作为L2的语序习得顺序 研究内容： 1、德语语序习得顺序发展的“五个阶段”2、第二语言习得发展的“两个维度”3、第二语言学习者言语加工的“三个策略,五个阶段,Stage 1 “典型顺序”（canonical order）阶段 主语+动词+宾语The children eat an apple. Stage 2 “副词前置”(adverb preposing)阶段 副词+主语+动词 There children play. Stage 3“动词分离”（verb separation）阶段 主语+助动词+宾语+动词： I have a house built. Stage 4 “
14、倒装”（inversion）阶段 副词+助动词+主语+宾语+动词Then has she again the bone brought. Stage 5动词结尾”（verb-end）阶段 When I home go.,两个维度,一是第二语言习得的发展顺序，即学习者习得某些语言特征遵循严格的发展顺序，这种顺序不受学习环境以及学习者个体因素的影响； 二是学习者的语言能力发展具有个体差异。学习者的个体差异则是由外部的社会心理因素造成的。 这两条发展的维度决定了学习者第二语言习得发展的途径。,多元发展模型的“两个轴线”,三个策略,“典型顺序策略”(canonical order strategy)
15、“首位/尾位略”(initialization/finalization strategy) “从属句策略”(subordinate clause strategy)。 每一个策略都对应一种不同复杂程度的心理操作过程。研究者利用这些策略来阐释学习者言语加工策略。,典型顺序策略,“典型顺序策略”是学习者在初期阶段保持第二语言“基本语序”（SVO）不变的一种策略。 在最初阶段，学习者尽量避免句子内部成分的位移变化。这种基本语序反映了形式与意义的简单对应关系，只涉及简单的心理操作，因而是学习者首先采用的策略。 但是这种策略也制约了学习者对句子深层结构进行加工，如语序的变换等。,首位/尾位策略,“首位
16、/尾位策略”也不涉及句子结构内部成分的位移和变化，只是将句子前面的成分后置或将句子后的成分前置。 但是，这种策略制约了学习者对语言结构内部成分的加工。使学习者不能进一步掌握句子内部成分的位移规则。,从属句策略,“从属句策略”是指在主句中移动句子成分，但不移动从属句内部的句子成分。 也就是说，学习者的加工策略仅限于主句，还不能对从句的句子成分进行加工。,言语加工策略的限制,言语加工策略的限制（1） 这三种策略构成了至上而下的层级，即学习者要学习新的规则必须克服前面的加工策略的限制，然后才能进入下一个阶段的习得过程。 按照这种理论模式，第二语言习得的过程就是不断的克服和摆脱各种加工策略的限制的过程
17、。 言语加工策略的限制（2） 上述三种策略反映了学习者在不同的语言发展阶段对目的语加工的深度，同时也形成了对学习者进入下一发展阶段深度语言加工的限制和制约。 学习者的语言发展的阶段性正是由于这些加工策略的制约和限制造成的。语言习得的发展顺序也正是这些加工策略的制约与限制的结果。,英语语序习得顺序的说明,从上表中可以看出，英语作为第二语言的学习者在学习英语时有其特定的习得顺序。 这说明，不同的语言系统其习得顺序是不同的。但是，学习者的言语加工策略却是相同的。,基于多元发展模型的言语加工策略研究,典型顺序阶段： 我见面他。+COS，-IFS，-SCS 宾语前移阶段： 我见了他一面。+COS，+IFS，-SCS动宾分离阶段：他的面，我没见过。 -COS，+IFS，-SCS,Thank you!,
