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1、在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Theoretical Approaches toSecond Language LearningnDifferences in Learning L1&L2nBehaviorismnInnatismnInformation ProcessingnConnectionismnThe Interactionist Position2022/12/271在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Differences in L
2、earning L1&L2nA child or adult learning a second language is different from a child acquiring a first language in terms of both1)learner characteristicsand2)learning conditions2022/12/272在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Differences in Learning L1&L2Learner Characteristics1.Knowl
3、edge of another language2.Cognitive maturity3.Metalinguistic awareness4.Knowledge of the world5.Nervousness about speaking2022/12/273在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Differences in Learning L1&L2Learning Conditions6.Freedom to be silent7.Ample time&contact8.Corrective feedback:(
4、form)grammar and pronunciation9.Corrective feedback:(meaning)word choice10.Modified input2022/12/274在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Differences in Learning L1&L2nSummary:SLA(Second Language Acquisition)theories need to account for language acquisition by learners with a variety
5、 of characteristics and learning in a variety of contexts.2022/12/275在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 Theoretical Approaches to Language Acquisition 2022/12/276在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确BehaviorismnSkinner:language behavior is the production of corre
6、ct responses to stimuli through reinforcement.nFour characteristics of behaviorism:1)imitation,2)practice,3)reinforcement,and 4)habit information nLado(1964):CAA person learning an L2 starts off with the habits formed in the L1 and these habits interfere with the new ones needed for the L2.2022/12/2
7、77在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确American Structurism and BehaviorismnDominant theories in linguistics and psychology within the USA throughout the 1940s and 1950s.nIts psychological base is behaviorism and linguistic base is structuralism.nThe goal of CA:to discover the probl
8、ems that foreign language students would encounter in the learning process.And to increase the efficiency in L2 teaching and testing.2022/12/278在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Negative TransfernLado proclaimed that most of the difficulties originated from the differences betwee
9、n L1 and L2.He believed that the more different the two languages are,the more difficult learning would be,and by knowing this,we could predict what errors would appear.2022/12/279在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确a strong and a weak form of CAnLado and his followers even provide
10、d the degree of differences between two languages.There existed a strong and a weak form of Contrastive Analysis(Wardhaugh 1970).The strong form claims that all L2 errors can be predicated by identifying the differences between the target language and the learners L1.The weak form of the hypothesis
11、claims to be diagnostic.(To check where could be erroneous).2022/12/2710在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Contrastive Analysis(CA)nContrastive Analysis was rooted in the practical need to teach a L2 in the most effective way possible.Its psychological base is behaviorism and ling
12、uistic base is structuralism.nRobert Lado:advocated the approach of Contrastive Analysis in his first Book,Linguistics Across Culture(1957)2022/12/2711在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确BehaviorismnBehaviorism was often linked to the Contrastive Analysis Hypothesis(CAH):It predict
13、s that where there are similarities between the L1 and the target language,the learner will acquire target-language structures with ease;where there are differences,the learner will have difficulty.2022/12/2712在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确More Definition of CA nCA:is an appr
14、oach to the study of SLA which involve predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences.n It was heavily influenced by theories which is dominant in linguistics and psychology within the USA throughout the 1940s and 1950s.2022/12
15、/2713在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确BehaviorismnCriticisms about the CAH:Though a learners L1 influences the acquisition of an L2,1.Not all errors predicted by the CAH are actually made.2.Many of the errors which learners make are not predictable on the basis of the CAH.3.Some
16、 errors are similar across learners from a variety of L1 backgrounds.2022/12/2714在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确BehaviorismnSummary:The L1 influence may not simply be a matter of the transfer of habits,but a more subtle and complex process of identifying points of similarity,w
17、eighing the evidence in support of some particular feature,and even reflecting about whether a certain feature seems to belong in the structure of the L2.2022/12/2715在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确InnatismnCompetence vs.Performance nUniversal Grammar(UG)in relation to second l
18、anguage developmentnKrashens“monitor model”2022/12/2716在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Competence vs.Performance语言能力对语言运用nCompetence语言能力:It refers to the knowledge which underlies our ability to use language.nPerformance语言运用:It refers to the way a person actually uses
19、language in listening,speaking,reading,and writing.Performance is subject to variations due to inattention or fatigue whereas competence(at least for the mature native speaker)is more stable.2022/12/2717在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Competence vs.PerformancenSLA(seco
20、nd language acquisition)researchers from the UG perspective are more interested in the language competence(i.e.,knowledge of complex syntax)of advanced learners rather than in the simple language of early stage learners.Their investigations often involve comparing the judgments of grammaticality（合乎语
21、法性）made by L2 and L1 learners,rather than observations of actual language performance(i.e.,use of language).2022/12/2718在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Universal GrammarnHow UG works in L2 development:Two different views-1)The nature and availability of UG in L2 acquis
22、ition is no different from that which is hypothesized to guide L1 learners.Adult L2 learners neither need nor benefit from error correction and metalinguistic information(元语言信息).These things change only the superficial appearance of language performance and do not affect the underlying competence of
23、 the new language.2022/12/2719在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Universal GrammarnHow UG works in L2 development:Two different views-2)UG may be present and available to L2 learners,but its exact nature has been altered by the prior acquisition of the first language.L2 l
24、earners need to be given some explicit information about what is not grammatical（不符合语法规则的）in the L2.Otherwise,they may assume that some structures of the L1 have equivalents in the L2 when,in fact,they do not.2022/12/2720在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor
25、 model”nThe acquisition-learning hypothesisnThe monitor hypothesisnThe natural order hypothesisnThe input hypothesisnThe affective filter hypothesis2022/12/2721在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe acquisition-learning hypothesis(1)nAcquisition:we
26、 acquire L2 knowledge as we are exposed to samples of the L2 which we understand with no conscious attention to language form.It is a subconscious and intuitive（凭直觉获知的）process.nLearning:we learn the L2 via a conscious process of study and attention to form and rule learning.2022/12/2722在整堂课的教学中，刘教师总
27、是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe acquisition-learning hypothesis(2)1.Krashen argues that“acquisition”is a more important process of constructing the system of a language than“learning”because fluency in L2 performance is due to what we have acquired,not w
28、hat we have learned.2.Learning cannot turn into acquisition.Many learners may“know”rules but fail to apply them.Learners need to do as much acquiring as possible in order to achieve communicative fluency.2022/12/2723在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor mode
29、l”nThe monitor hypothesis(1)nThe acquired system acts to initiate the speakers utterances and is responsible for fluency and intuitive judgments about correctness,whereas the learned system acts only as a monitor,making minor changes and polishing what the acquired system has produced.2022/12/2724在整
30、堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe monitor hypothesis(2)nLearners use the monitor only when they are focused more on being correct than on what they have to say,when they have sufficient time to search their memory for the relevant rules,and when
31、 they actually know those rules.nSince knowing the rules only helps the speaker supplement what has been acquired,the focus of language teaching should be on creating conditions for acquisition rather than learning.2022/12/2725在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“m
32、onitor model”nThe monitor hypothesis(3)Criticisms:nIt is very difficult to show evidence of“monitor”use.It is impossible to determine what has been produced by the acquired system and what is the result of monitor use.nKrashens claim that language which is produced quickly and apparently spontaneous
33、ly must have been acquired rather than learned leaves us with a somewhat circular definition.2022/12/2726在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe natural order hypothesis(1)nL2 learners acquire the features of the TL in predictable sequences.Contrary
34、 to intuition,the rules which are easiest to state(and thus to learn)are not necessarily the first to be acquired.e.g.the rule for adding an s to third person singular verbs in the present tense 2022/12/2727在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe na
35、tural order hypothesis(2)nThe natural order is independent of the order in which rules have been learned in language classes(based on Krashens studies of grammatical morphemes).nSubsequent research has confirmed that learners pass through sequences or stages in L2 development.2022/12/2728在整堂课的教学中，刘教
36、师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe input hypothesis(1)The learner acquires language in only one way by exposure to comprehensible input.If the input contains forms and structures just beyond the learners current level of competence in the language(“i+1”),
37、then both comprehension and acquisition will occur.2022/12/2729在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe input hypothesis(2)The comprehensible input(“i+1”)hypothesis appeals to intuition,but has not been substantiated by empirical studies.e.g.undirect
38、ed pleasure reading as a source of comprehensible input.2022/12/2730在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe affective filter hypothesis(1)n“Affect”refers to such things as motives,needs,attitudes,and emotional states.nThe“affective filter”is an imag
39、inary barrier,which prevents learners from acquiring language from the available input.nDepending on the learners state of mind or disposition,the filter limits what is noticed and what is acquired.A learner who is stressed,upset,anxious,self-conscious,or unmotivated may“filter out”input,making it u
40、navailable for acquisition.2022/12/2731在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”nThe affective filter hypothesis(2)nIt appears to have immediate implications for classroom practice.Teachers should help students to lower the affective filter in language le
41、arning.nIt also appeals intuitively to those who have tried unsuccessfully to learn a language in conditions where they felt stressed or uncomfortable.nHowever,it is difficult to be sure that affective factors cause the differences in language acquisition.2022/12/2732在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具
42、有一定的梯度，由浅入深，所提出的问题也很明确Innatism:Krashens“monitor model”/“hypothesis/theory”nSummarynKrashens“monitor model”(i.e.,acquisition vs.learning,monitor,natural order,comprehensible input,and affective filter)has been very influential in supporting communicative language teaching(CLT),which focuses on using
43、language for meaningful interaction and for accomplishing tasks,rather than on learning rules.nMost teachers and researchers see Krashens hypotheses intuitively appealing,but those hypotheses are hard to be tested by empirical evidence.2022/12/2733在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很
44、明确Information processingnCognitive psychologists working in this model see L2 acquisition as the building up of knowledge systems that enables the learner to use the language automatically.nThey do not assume that there is a difference between acquisition and learning.nTwo important models:attention
45、-processing(noticing)model and restructuring Model2022/12/2734在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Information processingnAttention-processing(noticing)model:nIt is assumed that there is a limit to the amount of information a human can pay attention to and learn at one time.Graduall
46、y,through experience and practice,learners become able to use certain parts of the language automatically.nAutomatic language performance may originate from intentional or conscious learning;i.e.,noticing(McLaughlin&Schmidt).nEverything we come to know about the language was first“noticed”consciousl
47、y before we learn it.2022/12/2735在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Information processingnRestructuring Model:nSometimes things which we know and use automatically may not be explainable in terms of a gradual build-up of automaticity through practice.nThey seem rather to be based
48、 on the interaction of knowledge we already have,or on the acquisition of new knowledge(without extensive practice)which fits into an existing system and causes it to be restructured.This can lead to a positive or negative outcome.e.g.“I saw”“I seed”or“I sawed”overapplying the general rule.2022/12/2
49、736在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确ConnectionismnConnectionists argue that what is innate is simply the ability to learn,not any specifically linguistic structure.nThey attribute greater importance to the role of the environment in language learning,and see the input as the pri
50、ncipal source of linguistic knowledge.nEventually,a learner develops stronger mental connections between the elements s/he has learned,and thus one situational or linguistic element will activate the other(s)in the learners mind.2022/12/2737在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Conne