二语习得4.ppt

Learners need to perceive differences in sounds before they can produce them. Greater differences between the L1 and L2 can lead to greater pronunciation difficulties. Longer periods of exposure lead to improved pronunciation. Adults who continue to make greater use of their L1 have stronger accents in the L2. Ethnic affiliation and identity choices also contribute to pronunciation development. International and regional varieties of English are appropriate goals for many learners For most learners, the goal is to be intelligible and communicatively competent, not to ‘sound like’ a native speaker Instruction that focuses on supra-segmentals rather than segmentals has been found more effective for improving intelligibility. Even when perfectly intelligible, L2 speakers may experience discrimination related to their perceived ‘accent’. * * * * * * * * * * Chapter 4 Learner Language Chapter 4 This chapter focuses on the learner’s language. We examine the types of errors that learners make and discuss what their errors can tell us about their knowledge of the language and their ability to use that knowledge. Mistakes vs. Errors Mistakes are nonsystematic errors that learners produce. They are akin to slips of tongue and are “correctable” by the learner. Errors are the incorrect forms (vis-à-vis the target language) that learners produce. They are systematic and likely to occur repeatedly and are not recognized by the learner as errors. Contrastive analysis: Analysis of the differences between the L1 and the L2 to predict in advance the problematic areas in which transfer is likely to occur. Yesterday because I was ill, so I was absent. Though there are many difficulties, but we are not discouraged. I very like it. Good good study, day day up！ heart flower angry open Contrastive analysis has its limitations: Over-predicted errors (Not all predicted errors occurred) Under-predicted errors (Not all actually occurring errors were predicted) Not all errors are ‘bi-direct