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1、Second Language AcquisitionAn Introductory Course Susan Gass&Larry Selinker Chapter 1 IntroductionChapter 1 Introduction 1.Review:(1)What is SSLA?1.Review:(1)What is SSLA?the study of how second languages the study of how second languagesare learned,including the processesare learned,including the p
2、rocessesand constraints underlying theand constraints underlying thelearning of a second language learning of a second language bybychildrenchildren and adultsand adults in natural and in natural andclassroom instruction settings.classroom instruction settings.(2)What is the goal of SSLA?(2)What is
3、the goal of SSLA?The ultimate objective of SSLA is The ultimate objective of SSLA is exploring the change of learners exploring the change of learners internal mental state,i.e.,internal mental state,i.e.,competence,revealing about the competence,revealing about the nature of the human mind and natu
4、re of the human mind and intelligence by examining their intelligence by examining their performance.performance.(3).What is the scope of (3).What is the scope of SSLA?SSLA?-how learners create a -how learners create a new language system new language system with limited inputwith limited input-what
5、 is learned and what -what is learned and what is notis not-why most L2 learners do not -why most L2 learners do not reach the same degree of reach the same degree of proficiency in the L2 as in their proficiency in the L2 as in their L1.L1.-why only some learners can -why only some learners can ach
6、ieve native-like proficiency achieve native-like proficiency in more than one language.in more than one language.-the nature of learners -the nature of learners hypotheses of the rules of the hypotheses of the rules of the L2:are the rules formed like L2:are the rules formed like those in the L1 or
7、in the L2?those in the L1 or in the L2?-are there universal patterns-are there universal patterns common to all learners common to all learners regardless of the native regardless of the native language and the target language and the target languagelanguage -Do the rules created by-Do the rules cre
8、ated by second language learners second language learners vary according to the context vary according to the context of use?of use?(4).Areas of study that are(4).Areas of study that are relevant to SLArelevant to SLA-linguistics-linguistics-psychology-psychology-psycholinguisitics-psycholinguisitic
9、s-sociology-sociology-sociolinguistics-sociolinguistics -discourse analysis-discourse analysis-conversational analysis-conversational analysis-education-educationand others.2.Examples of SSLA research2.Examples of SSLA research2.1 2.1 题目题目:词汇量、词汇深度知识与词汇量、词汇深度知识与 语言综合能力关系研究语言综合能力关系研究 （变量关系）（变量关系）（1 1
10、）研究问题：）研究问题：-词汇量、词汇深度知识在多大程度上能够预词汇量、词汇深度知识在多大程度上能够预测语言综合能力及分项语言能力？测语言综合能力及分项语言能力？-词汇量的扩大是否引起词汇深度知识的增长词汇量的扩大是否引起词汇深度知识的增长？对不同词汇量的学习者，词汇广度与深度？对不同词汇量的学习者，词汇广度与深度知识的关系是否相同？知识的关系是否相同？（2 2）定义：）定义：-词汇深度：学习者掌握一个词的全部词汇深度：学习者掌握一个词的全部意义和用法的程度意义和用法的程度 -词汇广度（词汇量）：阅读词汇量或词汇广度（词汇量）：阅读词汇量或消极词汇量，反映的是了解一个词最常消极词汇量，反映的是
11、了解一个词最常用含义的能力。用含义的能力。（3 3）结论：）结论：词汇广度、深度知识均能有效预测语言词汇广度、深度知识均能有效预测语言综合能力，其中词汇深度知识对语言综综合能力，其中词汇深度知识对语言综合能力的预测力强于词汇广度知识，这合能力的预测力强于词汇广度知识，这一优势体现在对完形填空及写作的预测一优势体现在对完形填空及写作的预测中；总体上，词汇广度与深度知识呈高中；总体上，词汇广度与深度知识呈高度正相关，但词汇深度知识的发展仍落度正相关，但词汇深度知识的发展仍落后与词汇广度知识。后与词汇广度知识。2.2 2.2 题目题目:中国学生西班牙语元音发音中中国学生西班牙语元音发音中迁移现象实验
12、研究迁移现象实验研究 (1)(1)研究问题研究问题:以元音格局分析为基础以元音格局分析为基础,考察第一外语考察第一外语 为英语的中国学生在学习西班牙语元音为英语的中国学生在学习西班牙语元音 过程中受到的汉语和英语的迁移作用过程中受到的汉语和英语的迁移作用,探讨在第二外语学习中母语和第一外语探讨在第二外语学习中母语和第一外语 的影响的影响.（2 2）结论：）结论：语言迁移现象可分为正迁移、负迁移语言迁移现象可分为正迁移、负迁移 和零迁移。母语和第一外语对第二外和零迁移。母语和第一外语对第二外 语的元音发音都存在着迁移作用。一语的元音发音都存在着迁移作用。一 般说来，母语比第一外语的迁移作用般说来
13、，母语比第一外语的迁移作用 更大，即先习得的语言比后习得的语更大，即先习得的语言比后习得的语 言的迁移作用更大。言的迁移作用更大。2.3 2.3 题目题目:中国英语学习者对英语主语的中国英语学习者对英语主语的习得研究习得研究(1)(1)研究问题研究问题:（a a）中国英语学习者在习得英语标记性主语）中国英语学习者在习得英语标记性主语和非标记性主语方面是否存在差异？和非标记性主语方面是否存在差异？（b b）不同的标记性主语是否对中国英语学习）不同的标记性主语是否对中国英语学习者产生不同的难度？者产生不同的难度？（C C）中国英语学习者对英语主语的习得）中国英语学习者对英语主语的习得是否会随着水平
14、的提高而逐步增长？是否会随着水平的提高而逐步增长？(2)(2)主语分类 (a)名词/代词做主语(非标记主语)l 他是我们班班长。l 李明喜欢赵晶。(b)(b)不定式作主语不定式作主语 Tokeephealthymeansyoushoulddoexerciseregularly.(c)(c)现在分词作主语现在分词作主语 Smokingisharmful.(d)(d)从句作主语从句作主语Thathecheatedontheexamdisappointedhisteachersandhisclassmates.(e)(e)It或或There作主语作主语 Itisraining.Thereisapic
15、tureonthewall.(3)(3)结论结论:中国英语学习者对非标记性主语的习得明显中国英语学习者对非标记性主语的习得明显好于对标记性主语的习得，并且三个水平组好于对标记性主语的习得，并且三个水平组对这两类主语的习得存在显著性差异，也就对这两类主语的习得存在显著性差异，也就是说随着学习者英语水平的提高他们会对标是说随着学习者英语水平的提高他们会对标记性主语的习得更容易。另外，从他们给出记性主语的习得更容易。另外，从他们给出的判断原因来看，他们对非标记性主语更加的判断原因来看，他们对非标记性主语更加熟悉。学习者对四种标记性主语的习得存在熟悉。学习者对四种标记性主语的习得存在不同的程度困难。总
16、的来说，中国英语学习不同的程度困难。总的来说，中国英语学习者对英语主语的习得会随着水平的提高而提者对英语主语的习得会随着水平的提高而提高。高。3.Some terms3.Some terms3.1 Native language(NL):3.1 Native language(NL):the first or mother language a the first or mother language a child learns.child learns.3.2 Target language(TL):3.2 Target language(TL):the language being le
17、arned the language being learned3.3 Second language acquisition:3.3 Second language acquisition:the learning of a nonnative the learning of a nonnative language after the learning oflanguage after the learning ofthe native language be it thethe native language be it thesecond,third,or fourth languag
18、e.second,third,or fourth language.3.4 foreign language learning:3.4 foreign language learning:the learning of a nonnative the learning of a nonnative language in the non-target language in the non-target language environment.language environment.4.The nature of language 4.The nature of language To s
19、tudy second language To study second language acquisition,we need to acquisition,we need to understand what is the nature of understand what is the nature of language that is being learned.language that is being learned.4.1 Sound system 4.1 Sound system our knowledge of sound system our knowledge of
20、 sound system tells us what are possible sounds tells us what are possible sounds;what are not possible sounds;what are not possible soundswhat are possible what are possible combinations of sounds combinations of sounds and what sounds are and what sounds are found in what parts of found in what pa
21、rts of words.words.e.g:bnick is not possible e.g:bnick is not possible brain is possible brain is possible45.2 syntax45.2 syntax the knowledge we have of the order the knowledge we have of the order of elements in a sentence.of elements in a sentence.Two types of grammar Two types of grammar4.2.1 pr
22、escriptive grammar4.2.1 prescriptive grammar grammar rules that are taught grammar rules that are taught in school,often without regard in school,often without regard to how they are actually used by to how they are actually used by NNS.NNS.e.g.Dont begin a sentence e.g.Dont begin a sentence with a
23、conjunction and do not with a conjunction and do not end a sentence with a end a sentence with a preposition.preposition.4.2.2 descriptive grammar:4.2.2 descriptive grammar:the patterns underlying the the patterns underlying the actual use of languages by actual use of languages by native speakers i
24、n native speakers in communicationcommunication4.3 morphology and lexicon morphology is the study of the word formation.E.g.,before is composed of be and fore,and these two parts are called morphemes,which are the minimal unit of meaning.4.4 semantics 4.4 semantics the study of meaning.the study of
25、meaning.4.5 pragmatics 4.5 pragmatics the way in which people use the way in which people use language in context language in context A:It is very cold here.A:It is very cold here.B:B:Yes,it isYes,it is Do you want me to turn on Do you want me to turn on the air-conditioner?the air-conditioner?5.The
26、 nature of nonnative speaker 5.The nature of nonnative speaker knowledgeknowledge the language system created by the language system created by L2 learners is called L2 learners is called interlanguage(IL),which contain interlanguage(IL),which contain elements from the L1,the L2 and elements from th
27、e L1,the L2 and those created by learners those created by learners themselves.themselves.Fossilization:Fossilization:the cessation of learning or the cessation of learning or progress.progress.few learners can reach the few learners can reach the proficiency level of the proficiency level of the na
28、tive speakers in native speakers in language learning.language learning.6.discussion:6.1 What is the difference between SLA research and language teaching research?-The focus of pedagogy research:the lesson planning,classroom activities,tasks,evaluation used by the teacher within the language teachi
29、ng and learning process.-SLA is concerned with the constraints that influence language learning process.6.2 student presentation (1)Q1 and Q2 on P13 (2)Q4 on P14Chapter2CapacityandRepresentation 1.Introduction What are the relationships between error analysis theory,interlanguage and generative ling
30、uistic approach to interlanguage?1.1Erroranalysis The field of EA is closely associated with the work of Corder,who published a number of seminal articles in the 1960s/1970s.EA provided a methodology for investigating learner language.For this reason EA constituted the first serious attempt to exami
31、ne how learners acquire an L2.1.2definitionofinterlanguage:The very concept of error came to be challenged on the grounds that learners act systematically in accordance with the mental grammar they have constructed and that their utterances are well-formed in terms of these grammars The term interla
32、nguage was coined by Selinker in 1972.L2 learners have internalized a mental grammar,a natural language system that can be described in terms of linguistic rules and principles.It refers to both the internal system that a learner has constructed at a single point in time(a interlanguage)and to the s
33、eries of interconnected systems that characterize the learners progress over time.Answer to the question:Error analysis interlanguage generative linguistic approach to L2 learning Early interlanguage theory was informed by the research that investigated learners errors and the general pattern of L2
34、development.In the late 1960s and early 1970s,it was pointed out that the language of second language learners is systematic and that learner errors are not random mistakes but evidence of rule-governed behavior(Adjemian,1976;Corder,1967;Nemser,1971;Selinker,1972).From this developed the conception
35、of“interlanguage”.The generative linguistic approach towards interlanguage representation is based on the concept of interlanguage.2.Hypotheses of UGHypotheses of UG 2.1 2.1 The The logical logical problem problem of of L1 L1 acquisition acquisition(the(the problem problem of of the the poverty of s
36、timulus)poverty of stimulus)Linguists believe that the gap between the evidence available to the child(the speech she hears or language input)and the linguistic system the child ultimately constructs(her competence/grammar)is so great that language acquisition can only be accounted for if we assume
37、that children work with innate knowledge of principles of grammar.Input(stimulus)Output(competenceUG e.g.,OPC principle on e.g.,OPC principle on Page 20Page 20 2.2 2.2 The central idea of The central idea of principles and principles and parameters is that a parameters is that a persons persons synt
38、actic syntactic knowledgeknowledge can be can be modelled with two modelled with two formal mechanismsformal mechanisms:(1)A finite set of(1)A finite set of fundamental principles fundamental principles that are common to all that are common to all languages;e.g.,that a languages;e.g.,that a sentenc
39、e must always sentence must always have a have a subjectsubject,even if it is,even if it is not overtly pronounced.not overtly pronounced.(2)A finite set of parametersparameters that determine syntactic variability amongst languages;e.g.,a binary parameter that determines whether or not the subject
40、of a sentence must be overtly pronounced(the Pro-drop parameter).Within this framework,the goal of linguistics is to identify all of the principles and parameters that are universal to human language.As such,any attempt to explain the syntax of a particular language using a principle or parameter is
41、 cross-examined with the evidence available in other languages.According to this framework,principles and parameters are part of a genetically innate universal grammar(UG)which all humans possess,barring any genetic disorders.As such,principles and parameters do not need to be learned by exposure to
42、 language.Rather,exposure to language merely triggers the parameters to adopt the correct setting.(1)Have you had your lunch?Have you had your lunch?（你）吃午饭了吗？你）吃午饭了吗？Yes,I have.Yes,I have.（我）吃了。我）吃了。(2)(2)I am not going to take the I am not going to take the medicine anymore.medicine anymore.药不吃了。药不
43、吃了。3IssuesofconcerntogenerativelinguisticapproachtoSLA(1)What are the roles of UG in SLA?(Does UG constrain interlanguage representation?)(2)To what extent are interlanguage grammars similar to other grammars?4.People assume that there is 4.People assume that there is a logical problem in L1 a logic
44、al problem in L1 acquisition,i.e.,there is a acquisition,i.e.,there is a mismatch between the input mismatch between the input that the L1 learners are that the L1 learners are exposed to and the exposed to and the unconscious grammar unconscious grammar knowledge that they attain.knowledge that the
45、y attain.Does this apply to L2 learning?Does this apply to L2 learning?4.1 how to determine 4.1 how to determine whether there is poverty of whether there is poverty of L2 input,two conditions must L2 input,two conditions must be met:be met:(1)the phenomenon in(1)the phenomenon in question is underd
46、etermined question is underdetermined by the L2 input,i.e.,the by the L2 input,i.e.,the language is not exposed to language is not exposed to learnerslearners (2)the phenomenon in question works differently in the L1 and the L2:the language is not learned via L1 5.5.What role does UG play in What ro
47、le does UG play in SLA?(HB,P 23)SLA?(HB,P 23)(1)(1)no no access:access:The The leanrers leanrers Core Core Grammar Grammar is is fixed fixed and and UG UG is is no no longer longer available available to to the the L2 L2 learner,learner,particularly particularly not to the adult learner.not to the a
48、dult learner.(2)(2)partial access:UG is partial access:UG is partly available but it is partly available but it is only one factor in the only one factor in the acquisition of L2.There acquisition of L2.There are other factors and are other factors and they may interfere with they may interfere with
49、 the UG influence.the UG influence.(3)full access:UG operates in the same way for L2 as it does for L1.The learners knowledge of L1 is irrelevant.Common goal of the three stances:Whether UG constrains interlanguage representation in the same way as it restricts the grammars of native speakers.Questi
50、on for discussion:Question for discussion:In In testing testing whether whether UG UG restricts restricts interlanguage interlanguage representation,representation,researchers researchers often often compare compare whether whether the the grammar grammar of of L2 L2 learners learners conforms confo