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1、The role of consciousness in L2 acquisitionOverall:the role of consciousness in L2 acquisitionTwo opposing positions.Stephen KashenRichard SchmidtAcquired L2 knowledge(is developed subconsciously)Learned L2 knowledge(is developed consciously)IntentionalityattentionawarenessDifferent kinds of knowled
2、geimplicit knowledgeexplicit knowledgethe extentthe part in the acquisition of implicit knowledgeThe distinction between the two systemsacquired L2 knowledge(Acquisition)learned L2 knowledge(Learning).It is developed subconsciously through comprehending input while communication.It is developed cons
3、ciously through deliberate study of L2.Stephen kashenStephen kashen:The distinction between the two systemsentirely independentlearned knowledge cannever be converted into acquired knowledgeConsciousness intentionality attention awarenessIntentionality:whether a learner making a conscious and delibe
4、rate decision to learn L2 knowledge.Incidental learning:takes place when learners pick up L2 knowledge through exposure.conscious attentionRichard Schmidt:standardize the concepts that underlie its useNoticing:the process of attending consciously to linguistic feature in the input.Shcmidt argues tha
5、t learning cannot take place without what he calls noticing.his own acquisition of PortugueseWhat he produced were those that he had previously noticed awareness:whether learners are conscious of acquiring L2 elements.Learners can achieve complex material through implicit learning.(without awareness
6、)Learning only appears to be without awareness,but in fact learners are aware of what they are learning.The extent of learners explicit L2 knowledge.Explicit knowledge:the L2 knowledge of which a learner is aware and can verbalize on request.Implicit knowledge:the L2 knowledge of which a learner is
7、unaware and therefore cannot verbalize.Krashen:most learners are only capable of learning fairly simple rulesalternative view:some learners may be capable of learning substantial amounts of explicit knowledgeThe part explicit L2 knowledge plays in the acquisition of implicit knowledge.right stagecon
8、vert into2.It facilitates the process by which learners attend to features in the input.3.It helps learners to move from intake to acquisition by helping them to notice the gap.1.Interface.explicit knowledgeimplicit knowledgeNotice the gap:the process by which learners pay conscious attention to the
9、 differences between linguistic features in the input and their own output.Overall:the role of consciousness in L2 acquisitionTwo opposing positions.Stephen KashenRichard SchmidtAcquired L2 knowledge(is developed subconsciously)Learned L2 knowledge(is developed consciously)Intentionalityattentionawa
10、renessDifferent kinds of knowledgeimplicit knowledgeexplicit knowledgethe extentthe part in the acquisition of implicit knowledgeProcessing operationOperating principles The study of L1 acquisition of many language has led to the identification of a number of general strategies.examples:avoid interr
11、uption,and rearrangement of linguistic units,avoid exceptions My brother made me to give him some money.an exception to a general ruleTake the base form of verbcomplement1.it is not clear how many principles are needed and the ones that have been advanced are not exclusive.Is the absence of any over
12、arching theory to explain where the principles themselves come from.Processing constraintsMultidimensional model:sought to account for why learners acquire the grammar of a language in definite order and why some learners only develop very simple interlanguage grammar.Distinguishing a developmental
13、and variational axis.A number of processing constraints will be proposed to account for the process along the developmental axis.the canonical order strategy (prevent learners from interrupting the basic subject-verb-object word order)initialization/finalization strategy (move the elements at the en
14、ds to the beginning,but prevent them moving elements within a structure.）I go to school yesterday.Yesterday I go to school.Yesterday go I to school.subordinate clause strategy(permit movements of elements within main clause but block them in subordinate clause.）It is based on research into a fairly
15、limited set of grammatical features.It is not clear how variational features can be indentified.The models provides no account of how or why the“block”to developmental process are removed.Part Four Communication Strategies1.Have you ever been in a situation that you cannot say what you want to say b
16、ecause your existing knowledge is not enough?2.What communication strategies can we resort to when we are in the above situation?Give some lists.Not sure about the usage of a word or phrase:1.avoidance (avoid problematic items)My mother makes me to give him some money.makes asks Communication Strate
17、giesNot knowing a word in target language:1.Borrow a word from L1e.g.I want to have some confiture.(=fruit jam)果酱，法语词2.Use another target-language that is approximate in meaninge.g.worm-silkworm 3.Paraphrase the meaning of the worde.g.fang(蛇、犬的)尖牙-sharp teeth4.Construct an entirely new worde.g.art g
18、allery-picture place(not such an expression)Speech modelSpeech model is is proposed by Faerch&Kasper(two situation):1.A plan:making carrying out 2.Arrange（an initial plan）problems abandon（the initial plan）develop（a new plan）(the communication strategies may involved in the new plan)Linguistic models
19、 of speech productionTwo communication strategies:1.Faerch:the reduction strategy switch to a different topic2.Kasper:the achievement strategy L1 borrowingConclusion:Conclusion:ShowyourpointsandexamplesofShowyourpointsandexamplesofpresentingpresentingthe use of communication strategies on L2 acquisition.