interlanguagetheory中介语理论.docx
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interlanguagetheory中介语理论.docx
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interlanguagetheory中介语理论
Interlanguagetheory
Interlanguagetheory
1.Behavioristlearningtheory
Thedominantpsychologicaltheoryofthe1950sand1960awasbehavioristlearningtheory.Accordingtothistheory,languagelearningislikeanyotherkindoflearninginthatitinvolveshabitformation.Habitsareformedwhenlearnersrespondtostimuliintheenvironmentandsubsequentlyhavetheirresponsesreinforcedsothattheyareremembered.Thus,ahabitisastimulus—responseconnection.Learningtookplacewhenlearnershadtheopportunitytopracticemakingthecorrectrespondtoagivenstimulus.
ItshouldbeclearthatbehavioristaccountofL2acquisitionemphasizeonlywhatcanbedirectlyobservedandignorewhatgoesoninthe‘blackbox’ofthelearner’smind.Learnersfrequentlydonotproduceoutputthatsimplyreproducestheinput.Inshort,learningisnotjustaresponsetoexternalstimuli.
2.Amentalist(精神第一性论者)theoryoflanguagelearning
TheobviousinadequaciesofbehavioristexplanationsofL2acquisitionledresearcherstolooktowardsanalternativetheoreticalframework.Fromapreoccupationwiththeroleof‘nurture’(养育).Howenvironmentalfactorsshapelearning),researchersswitchedtheirattentionto‘nature’.howtheinnatepropertiesofthehumanmindshapelearning).Thisnewparadigmwas,therefore,mentalist(or‘nativist’)inorientation.Inthe1960sand1970samentalisttheoryoffirstlanguageacquisitionemerged.Accordingtothistheory:
1)Onlyhumanbeingsarecapableoflearninglanguage.
2)Thehumanmindisequippedwithafacultyforlearninglanguage,referredtoasaLanguageAcquisitionDevice.Thisisseparatefromthefacultiesresponsibleforotherkindsofcognitiveactivity.
3)Thisfacultyistheprimarydeterminantoflanguageacquisition.
4)Inputisneeded,butonlyto‘trigger’theoperationofthelanguageacquisitiondevice.
3.Whatis‘interlanguage’(中介语)
Theterm‘interlanguage’wascoinedbytheAmericanlinguist,LarrySelinker(拉里●塞林格),inrecognitionofthefactthatL2learnersconstructalinguisticsystemthatdraws,inpart,onthelearner’sL1butisalsodifferentfromitandalsofromthetargetlanguage.Alearner’sinterlanguageis,therefore,auniquelinguisticsystem.
TheconceptofinterlanguageinvolvesthefollowingpremisesaboutL2acquisition;
1)ThelearnerconstructsasystemofabstractlinguisticruleswhichunderliescomprehensionandproductionoftheL2.Thissystemofrulesisviewedasa‘mentalgrammar’(精神语法)andisreferredtoasan‘interlanguage’.
2)Thelearner’sgrammarispermeable(有渗透性的).Thisis,thegrammarisopentoinfluencefromtheoutside.throughtheinput).Itisalsoinfluencedfromtheinside.3)Thelearner’sgrammaristransitional.Learnerschangetheirgrammarfromonetimetoanotherbyaddingrules,deletingrules,andrestructuringthewholesystem.Thisresultsinaninterlanguagecontinuum(连续体).Thisis,learnersconstructaseriesofmentalgrammarsorinterlanguagesastheygraduallyincreasethecomplexityoftheirL2knowledge.
4)Someresearchershaveclaimedthatthesystemslearnersconstructcontainvariablerules.Thatis,theyarguethatlearnersarelikelytohavecompetingrulesatanyonestagedevelopment.However,otherresearchersarguethatinterlanguagesystemsarehomogeneous(同种的)andthatvariabilityreflectsthemistakeslearnersmakewhentheytrytousetheirknowledgetocommunicate.Theseresearchersseevariabilityasanaspectofperformanceratherthancompetence.
5)Learnersemployvariouslearningstrategiestodeveloptheirinterlanguags.Thedifferentkindsoferrorslearnersproducereflectlearningstrategies.
6)Thelearner’sgrammarislikelytofossilize(僵化).Selinkersuggestedthatonlyaboutfivepercentoflearnersgoondevelopthesamementalgrammarasnativespeakers.Themajoritystopsomewayshort.FossilizationdosenotoccurinL1acquisitionandthusisuniquetoL2grammars.
4.Acomputationalmodel(计算模式)ofL2acquisition
Figure1representsthebasiccomputationalmetaphorthathasgrownoutof‘interlanguage’andthatinformsmuchofSLA.Thelearnerisexposedtoinput,whichisprocessedintwostages.First,partsofitareattendedtoandtakeintoshort-termmemory.Therearereferredtoasintake.Second,someofintakeisstoredinlong-termmemoryasL2knowledge.TheprocessesresponsibleforcreatingintakeandL2knowledgeoccurwithinthe‘blackbox’ofthelearnermindwherethelearner’sinterlanguageisconstructed.Finally,L2knowledgeisusedbythelearnertoproducespokenandwrittenoutput.whatwehavecalledlearnerlanguage).
input→intake→L2knowledge→output
FIGURE1AcomputationalmodelofL2acquisition
Socialaspectsofinterlanguage
Rightfromthebeginning,SLAhasalsoacknowledgedtheimportanceofsocialfactors.
1.interlanguageasastylisticcontinuum(语言连续体)
Drawingonworkonvariabilityinlearnerlanguage,ElaineTarone(伊莱恩●塔龙)hasproposedthatinterlanguageinvolvesastylisticcontinuum(语体连续体).ShearguesthatlearnersdevelopacapabilityforusingtheL2andthatthisunderlies‘allregularlanguagebehaviors’.Atoneendofthecontinuumisthecarefulstyle(细心语体),evidentwhenlearnersareconsciouslyattendingtotheirchoiceoflinguisticforms,aswhentheyfeeltheneedtobe‘correct’.Attheotherendofcontinuumisthevernacularstyle(随意语体),evidentwhenlearnersaremakingspontaneouschoicesoflinguisticform,asislikelyinfreeconversation.
AnothertheorythatalsodrawsontheideaofstylisticvariationbutwhichismoreobviouslysocialisHowardGiles’s(霍华德●贾尔斯)accommodationtheory(调节理论).Thisseeksexplainhowalearner’ssocialgroupinfluencesthecourseofL2acquisition.ForGilesthekeyideaisthatof‘socialaccommodation’.Hesuggeststhatwhenpeopleinteractwitheachothertheyeithertrytomaketheirspeechsimilartothatoftheiraddresseeinordertoemphasizesocialcohesiveness(aprocessofconvergence(会聚))ortomakeitdifferentinordertoemphasizetheirsocialdistinctiveness(aprocessofdivergence).Thatis,whenthesocialconditionsaresuchthatlearnersaremotivatedtoconvergeon(集中于)native-speakernorm.Speaklikenativespeakers)highlevelsofproficiencyensue,butwhentheconditionsencouragelearnerstomaintaintheirownsocialingrouplesslearningtakesplace.AccordingtoGiles’stheory,then,socialfactorsinfluenceinterlanguagedevelopmentviatheimpacttheyhaveontheattitudesthatdeterminethekindsoflanguageuselearnersengagein.
2.Theacculturationmodel(文化适应模式)ofL2acquisition
AsimilarperspectiveontheroleofsocialfactorsinL2acquisitioncanbefoundinJohnSchumann’s(约翰●舒曼)acculturationmodel.
Schumanninvestigatedona33-year-oldSpanish(Alberto)whoacquiredEnglishintheUnitedStates.Resultofstudy:
Verylittleevidenceofanylinguisticdevelopmentover10mwasfound.Whenlearnersfailtoacculturatetothetarget-languagegroup,pidginization(洋泾滨化)(theyareunableorunwillingtoadapttoanewculture)inL2acquisitioniscomingintobeing.
Themainreasonforlearnersfailingtoacculturateissocialdistance—socialfactors1)tobesociallyequal;2)toassimilate;3)tosharethesamesocialfacilities(公共设施).Theminorreasonispsychologicaldistance(心理距离)—psychologicalfactors1)Languageshock(语言休克)2)motivation.SocialfactorsinacculturationdeterminetheamountofcontactwiththeL2individuallearnersexperienceanddeterminedhowsuccessfultheyareinlearning.
TheproblemsinacculturationmodelareFailingtoacknowledgethesocialfactorsarenotfixedandstatic(静态的)butvariableanddynamicandFailingtoacknowledgethatlearnerscanbeboththesubjecttosocialconditionsandthesubjectofthem.
3.SocialidentityandinvestmentinL2learning
Thenotionof‘subjectto’(受……管制)and‘subjectof’(管制……)arecentraltoBonnyPeirce’s(邦尼●皮尔斯)viewoftherelationshipbetweensocialcontextandL2acquisition.
Learningissuccessfulwhenlearnersareabletosummonuporconstructanidentitysothattheycanbecomethesubjectofadiscourse.Ifsomeonefelthumiliatedintheconversationbecausehefoundhimselfpositionedasa‘strangeman’,someonewhodoesn’tknowanythingaboutthediscourse.Hewassubjecttoadiscoursewhichassumedanidentityhedoesn’thave.
Investmentisthatsomethinglearnerswillonlymakeiftheybelievetheireffortswillincreasethevalueoftheir‘culturalcapital’(文化资本).
Peirce’ssocialtheoryofL2acquisition:
L2acquisition
=struggle+investment
=engagewithnativespeakers+preparewelltochallenge
Successfullearner
=reflectcritically+constructandassertsocialidentities
Discourseaspectsofinterlanguage
1.Acquiringdiscourserules
Discourserulesrefertotherulesorregularitiesinthewaysinwhichnativespeakersholdconversations.
.A:
Ilikeyoursweater.
B:
It’ssocold.MysisterboughtitformeinItalysometimesago.
L2learnersbehavedifferently.Sometimestheyfailedtorespondtoacomplimentall.Likejustsay:
‘thankyou!
’
Moreworkisneededtodemonstratewhichaspectsareuniversalandwhichlanguagespecificareasitisalreadyclearthatmanyaspectsofleanerdiscourseareinfluencedbytherulesofdiscourseinthelearner’sL1.
2TheroleofinputandinteractioninL2acquisition
1)Differentviewsoninputandinteraction
Behavioristtheory:
Inputisinthecenter.Learnersacquirelanguagebyimitationandhabitinformation.
Mentalisttheory:
Inputisjusttriggerthelearner’sSLA.
Integrationist(取消隔离)theory:
Languageacquisitiontakesplacebecauseofbothinputandlearner’sinternalmechanism(内在机理).
2)Thepropertiesofdiscourse
Ungrammaticalforeigntalk:
.a.Nodrivecar.b.Mary()doctorc.Yougive
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