语言学unit11-(精品课件).pptVIP

Chapter 11 Second Language Acquisition 11.1 Introduction Second Language Acquisition ---- formally established itself as a discipline around the 1970s, refers to the systematic study of how one person acquires a second language subsequent to his native language. Distinguish second language foreign language 11.2 Connections between first language acquisition and second language acquisition The first language study has served as a backcloth for perceiving and understanding new facts about second language learning (Littlewood, 1986). SLA is different from first language acquisition. Interlanguage 11.3 Contrastive analysis (CA) (1960s) Positive transfer----facilitate target language learning Negative transfer----interfere or hinder target language learning It is believed that differences between the native language and the target language would pose difficulties in second/foreign language learning and teaching, e.g. *To touch the society . *There are more people come to study in the states. *I wait you at the gate of the school. Shortcomings of CA The CA was soon found problematic, for many of the predictions of the target language learning difficulty formulated on the basis of contrastive analysis turned out to be either uninformative or inaccurate. Predicted errors did not materialize in learner language while errors did show up that the contrastive analysis had not predicted. “differences” and “difficulties” are not identical concepts. 11.4 Error analysis (EA) The contrastive approach to learners’ errors has shed new light on people’s attitudes: the errors are significant in telling the teacher what needs to be taught, in telling the researcher how learning proceeds and those errors are a means whereby learners test their hypotheses about the language to be learnt. Two main sorts of errors: Interlingual errors intralingual errors Interlingual errors ----Interlingual errors mainly result from cross-linguistic interference at different levels such as p