最新第二语言习得ellis rod 要点打印版.docx
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最新第二语言习得ellis rod 要点打印版.docx
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最新第二语言习得ellisrod要点打印版
第二语言习得ellisrod要点打印版
1.Introduction:
describingandexplainingL2acquisition
a.WhatisSecondlanguageacquisition?
Itsemergenceisnoaccident.ThishasbeenatimeoftheglobalvillageandtheWorldwideWeb.Asneverbefore,peoplehavehadtolearnasecondlanguage,notjustasapleasingpastime,butoftenasameansofobtaininganeducationofsecuringemployment.
Secondcanrefertoanylanguagethatislearnedsubsequenttothemothertongue.Itcanrefertothethirdorfourthlanguage.Also,secondisnotintendedtocontrastwithforeign.soL2acquisitioncanbedefinedasthewayinwhichpeoplelearnalanguageotherthantheirmothertongue,insideoroutsideofaclassroom.SecondLanguageAcquisitionisthestudyofL2acquisition.
b.WhatarethegoalofSLA?
SomeapproachesforyoutosetaboutfindinghowthelearnersacquireanL2:
1.askthelearnershowtheydidit.Thisapproachhasprovidedsomevaluableinsightsbutitislimitedinthatlearnersarenotawareoftheactuallearningprocesstheyengagedin
2.collectingsamplesoflearnerlanguagethatlearnersproduceandanalysethemcarefully.Thesesamplesprovideevidenceofwhatthelearnersknowaboutthetargetlanguage.Ifthesamplesarecollectedatdifferentpointsintime,Itmaybepossibletofindouthowlearnersknowledgegraduallydevelops.inotherwords,whatwearetryingtoisdescribehowlearnerlanguagechangeovertime.
c.thefocusofSLA
SLAhasnotfocusedonthesecommunicativeaspectsoflanguagedevelopment---howlearners’overallabilitytocommunicatedevelops,howtheybecomemorefluentintheiruseofanL2.butontheformalfeaturesoflanguagethatlinguistshavetraditionallyconcentratedon.-----pronunciation(howlearners’accentschangeovertime.)words---howlearnersbuilduptheirvocabulary;mostoften,thefocushasbeenonthegrammar---{thefocushasbeenthegrammaroftheL2}
d.thegoalsofSLA
OneofthegoalofSLAisthedescriptionofL2acquisition.Anotherisexplanation;identifyingtheexternalandinternalfactorsthataccountforwhylearnersacquireanL2inthewaytheydo.OneofthegoalofSLAaretodescribehowL2acquisitionproceedsandtoexplainthisprocessandwhysomelearnersseemtobebetterasitthanothers.
e.Whataretheexternalandinternalfactors?
Oneoftheexternalfactorsisthesocialmilieuinwhichlearningtakesplace.Socialconditionsinfluencetheopportunitieslearnershavetohearandspeakthelanguageandtheattitudesthattheydeveloptowardsit.
Anotherexternalfactoristheinputthatlearnersreceive,thatis,thesampleoflanguagetowhichalearnerisexposed.Languagelearningcannotoccurwithoutsomeinput.
L2acquisitioncanbeexplainedinpartbytheseexternalbutinternalfactorsalsoshouldbeconsidered.LearnerpossesscognitivemechanismswhichenabletoextractinformationaboutL2fromtheinput.L2learnerbringanenormousamountofknowledgetothetaskoflearninganL2.First,theycandrawonthemothertongue,Second,learnerspossessgeneralknowledgeaboutwhichcanhelpthemunderstandL2input.Finally,learnerspossesscommunicationstrategiesthathelpthemmakeeffectiveuseoftheirL2knowledge.Besides,ithasbeensuggestedthatpeoplevaryintheirlanguageaptitude
f.twocasestudies
Acasestudyisadetailedstudyofalearner’sacquisitionofanL2,whichislongitudinal,involvingthecollectionofsamplesofthelearner’sspeechorwritingoveraperiodoftime.OneisofanadultlearnerlearningEnglishinsurroundingswhereitservesasameansofdailycommunicationandtheotheroftwochildrenlearningEnglishinaclassroom.
ResearchSchmidtsays-----.Wes,anaturalisticlearner---wholearnsEnglishbylearningtocommunicateinit;hewasstillfarshortfornative–speakeraccuracy,buthediddevelopinotherways,eg,hisuseofformula,hecanidentifythefixedphrasesandpractisethemconsciously.ThishelphimdevelopfluencyinEnglish,Infact,weisasuccessfulcommunicator,askilledconversationalist.
ResearcherRodEllissays----JandR.theinstructionthetwolearnersreceivedinvolvesbothformalinstructionandinformalinstruction.Thefocusistherequest.becauseEnglishisthemediumofcommunication,therearenumerousopportunitiesforthemtohearandperformrequests.thesimilaritiesbetweenJandR;1,bothwerecapableofsuccessfullyperformingsimplerequests.2,bothmanifesteddevelopmentintheirabilitytoperformrequests.3.manyoftheirrequestsseemedformulaicinnature.4,bothprogressedinmuchthesamewaydespitethefacttheyhaddifferentnativelanguages,however,theabilityislimitedinanumberofrespects.5,inshort,despiteampleopportunitytomasterrequests,bothwerestillfarshortofnative–likecompetenceattheendofthestudy.
P11.Methodologicalissues
1,whatneedstobedescribed
2,whatitmeanstosaythatalearnerhasacquiredafeatureofthetargetlanguage.
(Schmidtdefinesacquisitionintermsofwhetherthelearnermanifestspatternsoflanguageusethataremoreorlessthesameasnativespeakersofthetargetlanguage.However,thisconflateswhatlearnersknowwithwhattheycando.
3,Whatdetermineswhetherlearnershaveacquiredaparticularfeature?
4,itconcernslearner’soveruseoflinguisticformsintryingtomeasurewhetheracquisitionhastakenplace
P12,Issuesinthedescriptionoflearnerlanguage
1,Whatistherolethattheformulasplay,notjustinenhancinglearner‘performancebutintheiracquisitionofanL2
2,hasthelearnersacquiredthelanguagesystematically?
P12,twofindings
1,Onefindingisthatlearnersmakeerrorsofdifferentkinds.Notonlyingrammaticalerrors,butsociolinguisticerrors
2,Anotherfindingisthatlearnersacquireanumberofformulaicchunks,whichtheyusetoperformcommunicativefunctionsandwhichcontributetothefluencyoftheirunplannedspeech.
3,learnersdoacquireaspectsofanL2systematicallyandfollowparticulardevelopmentalroutes.
P13,IssuesintheexplanationofL2acquisition
AnexplanationofL2acquisitionmustaccountforbothitemandsystemlearningandhowthetwointerrelate
1,oneexplanationisthatlearnerfollowaparticulardevelopmentalpatternbecausetheirmentalfacultiesarestructuredinsuchawaythatthisisthewaytheyhavetolearn
2,otherexplanationsemphasizetheimportanceofexternalasopposedtointernalfactors.
2.Thenatureoflearnerlanguage
ThemainwayofinvestigatingL2acquisitionisbycollectinganddecribingsamplesoflearnerlanguage.thedescriptionmayfocuson
errorsanderroranalysis:
identifyingerrors,
Thefirststepinanalysinglearnerserrorsistoidentifythem.itisclearthatidentifyingtheexacterrorsthatlearnersmakeisoftendifficult.
P15.goodreasonsforfocusingonerrors:
1st,theyareaconspicuousfeatureoflearnerlanguage
2nd,itisusefultoknowwhaterrorslearnersmake
3rd,paradoxically,itispossiblethatmakingerrorsmayactuallyhelplearnerstolearnwhentheyself-correcterrorstheymake.
P17,thedefinitionoferrorsandmistakes
Errorsreflectsgapsinalearner’sknowledge;theyoccurbecausethelearnerdoesnotknowwhatiscorrect;mistakesreflectoccasionallapsesinperformance;theyoccurbecause,inaparticularinstance,thelearnerisunabletoperformwhatheorsheknows
p17,howtodistinguisherrorsandmistakes
onewaymightbetochecktheconsistencyoflearners’performance
anotheristoasklearnerstotrytocorrecttheirowndeviantutterances
describingerrors,
mostcommongrammaticalcategoryoferrorishowtodistinguisherrorsandmistakesinananalysisofJean’serrors.
Mostcommongeneralerrortypeis“misinformation”
P18.waysofdescribingandclassifyingalltheerrorsintotypes
1st,classifyerrorsintogrammaticalcategories
2nd,identifygeneralwayinwhichthelearners’utterancesdifferfromthereconstructedtarget-languageutterances,whichincludesomission,misinformation,misordering
explainingerrors,(P18)
Theidentificationanddescriptionoferrorsarepreliminariestothetaskoftryingtoexplainwhytheyoccur.Errorsaresystematicandpredictable.
P19.Howmanysourcescanerrorshave?
someerrorsseemtobeuniversal,reflectinglearners’attemptstomakethetaskoflearningandusingtheL2simpler.
1st,learnerscommiterrorsofomission.
2nd,theyovergeneralizeformsthattheyfindeasytolearnandprocess;ie,overgeneralization
3rd,othererrorsreflectlearners’attemptstomakeuseoftheirL1knowledge.Theseareknownastransfererrors
errorevaluation(19)
thepurposeoftheerroranalysisistohelplearnerslearnanL2,thereisaneedtoevaluateerrors.someerrorscanbeconsideredmoreseriousthanothersbecausetheyaremorelikelytointerferewiththeintelligibilityofwhatsomeonesays.globalerrorsaredifficulttounderstandbecausetheirstructureiswrong.localerrorsaffectonlyasingleconstituent,lesslikelytocreateanyprocessingproblems
developmentalpatterns
TheearlystageofL2acquisition
Learnersmakenoattemptstosayanythingtobeginwithinasilentperiod.whichmayserveasapreparationforsubsequentproduction.whenL2learnersbegintheirspeech;theirutteranceshavetwocharacteristics;oneisformulaicchunkswhichcangiveamistakenimpressionofcompetencetheotherispropositionalsimplification
P21.twodevelopingquestions:
1st.acquisitionorder-----DoLearnersacquirethegrammaticalstructuresofanL2inadefiniteorder?
Learnersdoseemtofindsomegrammaticalfeatureseasierthanothers,soitisquitepossiblethatacquisitionfollowsadefiniteorder.
2nd.sequenceofacquisition-----Dolearnerslearnsuchstructuresinasingles
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