第二语言习得入门全册配套教学ppt课件.pptx

,Unit 1,Introducing Second Language Acquisition,Unit Preview,Unit topic focus:definition of second language acquisitionaims of second language acquisitionareas of second language acquisitionhistory of second language acquisition,Pre-learning Tasks:,1. When do you begin to learn a foreign language? Do you feel it difficult or easy to learn a language as a child or adult? Why?2. Why are you motivated to learn a foreign language?A. To learn it for fun B. To meet school requirements C. To improve personal quality and abilityD. To go abroad3. Combine web search with your own examples of learning in a PowerPoint presentation to show your experience and understanding of how to learn a foreign language well.,1.1 What is Second Language Acquisition?,Second language acquisition (SLA), is the processes by which people learn languages in addition to their native tongue(s) (Johnson & Johnson 1998). As one of the most important branches of applied linguistics, second language acquisition is a scientific discipline with a system of theories and practice.,Its nature can be well understood from the following characteristics (Wang, 2000).Second language acquisition is an independent field in its own right.Second language acquisition is an interdisciplinary discipline in that it not only draws upon theories from a single science, but from several sciences such as sociology and psychology.,1.1 What is Second Language Acquisition?,3. Second language acquisition is an applied science. Its objective is to solve practical problems in language learning4. Second language acquisition is an empirical science. Like natural sciences, it uses experiments and quantitative or qualitative data for language research.,1.1 What is Second Language Acquisition?,1.2 Why is Second Language Acquisition Important?,When we learn a second/foreign language, it is very important and necessary to understand the learner and learning. There are at least two reasons to investigate second language acquisition.To understand the SLA phenomena2. To apply SLA research in L2 learning & teaching,1.3 Which Areas Does Second Language Acquisition Study?,Interlanguage refers to the L2 learners linguistic and pragmatic performance and products.Learner external factors include such external variables as social environment, family background, school facilities, teacher conditions and teaching methods, etc.,1.3 Which Areas Does Second Language Acquisition Study?,Learner internal factors contain such inner variables as aptitude, intelligence, learning styles, learning strategies, etc.4. Individual differences refer to L2 learners age, gender, personality, motivation, native language proficiency level, second language level and so on.,1.3 Which Areas Does Second Language Acquisition Study?,1.4 How long is the History of Second Language Acquisition?,Second language acquisition is a relatively new, interdisciplinary field of inquiry (Brown 1994). During the 1930s and 40s, many language teachers held a negative or doubtful attitude towards second language acquisition.It was until 1950s that SLA began to be studied in a systematic way. The interest in SLA increased enormously in the 1960s. It was an important center for research activities and information exchange for more than twenty years.From 1970s, the SLA reached climax and momentum was maintained ever since.,Unit Wrap-up,Second language acquisition, or SLA, is the processes by which people learn languages in addition to their native tongue(s). Aims of SLA: To help to understand the learner and learning.Areas of SLA: include the interlanguage, the external, internal learner factors and the individual differences.History of SLA: SLA is very new branch of applied linguistics and enjoys a rather short history, but develops fairly fast since its birth in the 1940s.,Further Readings:,R. Ellis, (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.2. Gass, S, & L. Selinker, (2001). Second Language Acquisition: An Introductory Course. Lawrence Erlbaum Associates.,Thanks,Unit 2,Reviewing Bases of Second Language Acquisition,Unit Preview,Unit topic focus:definition of languagedifferent views about language nature of learningmisconceptions of learningmystery of first language acquisition,Pre-learning Tasks,Search the internet to get the definitions of language and learning and explain them with examples to your classmates.Reflect on your own experience of learning the mother tongue. How do you understand the act of learning? Is language learning similar to other types of learning? Why ?,Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh 1977).,What is Language?,2.1,By system we mean the recurring patterns or arrangements or the particular ways or designs in which a language operates. All elements in the system of language are arranged in accordance with certain rules; they can not be combined at will. By “arbitrary vocal symbols” it is meant that anything that represents something else is a symbol, for example, the dove is the symbol of peace. Language consists of another type of symbols, sounds symbols or speech sounds. These symbols are not chosen for any particular reasons but at random.,What is Language?,2.1,Language is used for human communication. Language is possessed only by human beings. Animals also have communication systems such as the dance of bees and the bark of dogs. But no system of animal communication is characterized by duality, and few systems of animal communication use discrete arbitrary symbols.,What is Language?,2.1,In short, language is a unique system of communication, and it is the cornerstone of society.,The primitive view,language is an organism: growth and change are of more interest than the static formal rules. language is writing: the written record of the language is the “purest” form. Speech is secondary and to be distrusted since it is ephemeral and degenerate. language is conventional: language is conventional and it is not only invented, but in its progressive advancement, it varies for the purposes of practical convenience.,Different Views about Language,2.2,Views at the-turn-of-the-century,language is a system: each element of the language has a value only in terms of the rules under which it operates and in relation to all other elements. language is speech: the written system is no more than a crude approximation to the spoken language, secondary and derivative. language is conventional: language is partly rational, partly irrational and arbitrary.,Different Views about Language,2.2,The structuralists view in the early 20th century,language is speech: The structuralists declared that the speech is the language. The written record is but a secondary representation of the language. language is a structural system: language is a system of forms, elements or items of which are combined in certain ways to create sentences.language is an arbitrary system: there is absolutely no relationship between the words and the objects they represent.,Different Views about Language,2.2,The mentalists view represented by N. Chomsky,language is a system which relates meaning to substance: it emphasizes meaning in linguistic description. language is a mental phenomenon and innate: the innateness of language suggests a genetically imparted ability for language learning. language is universal: all normal children acquire a mother tongue. At a highly abstract level, all languages must share some universal characteristics.,Different Views about Language,2.2,The functionalistsview represented by M. A. K. Halliday,The instrumental function serves to manipulate the environment.The regulatory function is the control of events.The representational function is the use of language to “represent” reality as one sees it.The interactional function serves to ensure social maintenance.,Different Views about Language,2.2,The functionalistsview represented by M. A. K. Halliday,The interpersonal function allows a speaker to express feelings, emotions and personality.The interpersonal function allows a speaker to express feelings, emotions and personality.7) The imaginative function serves to create imaginary systems or ideas.,Different Views about Language,2.2,2.3,Nature of Learning,Learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction -Longman Dictionary of Contemporary English Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.-Kimble & Garmezy, 1963,2.3,Nature of Learning,Learning is acquisition or getting.2) Learning is retention of knowledge, information or skill.3) Retention implies storage systems, memory, and cognitive organization.4) Learning involves active, conscious focus on and acting upon events outside or inside the organism.,Learning contains a number of characteristic features (Brown, 1994):,2.3,Nature of Learning,5) Learning is relatively permanent, but subject to forgetting.6) Learning involves some form of practice, perhaps reinforced practice.7)Learning is a change in behavior.,Learning contains a number of characteristic features (Brown, 1994):,2.4,1,2,3,Is learning a change in behavior?,Is learning biological growth/ maturation?,Is learning mental development?,Misconceptions of Learning,4,Is learning equal to thinking?,2.4,1,Is learning a change in behavior?,Misconceptions of Learning,Learning involves a particular or permanent kind of change in behavior and brain. Learning refers to the attaining of a new association that is not only established just between external stimulus and response represented by SR. It may also bring about mental association between external stimulus and internal stimulus represented by Ss. Learning, on the other hand, is a purely internal event, and can be stored in the brain indefinitely even if it is never acted out in behavior.,2.4,2,Is learning biological growth/ maturation?,Misconceptions of Learning,Learning is more than a biological process and includes those changes that result from experience, and is a cognitive or psychological one. Growth is a purely physical or biological process. Although much learning does occur in connection with growth/maturation, growth or maturation and learning are not the same thing. We cannot stop growth unless we kill the child. But learning can be controlled by human beings. We can refuse to learn.,2.4,3,Is learning mental development?,Misconceptions of Learning,Learning is both positive and negative mental development. One distinction between learning and intellectual development is that learning involves the acquisition of either positive or negative associations. But intellectual development is always a positive process, evolving from a lower stage to a higher one. Development may be partly biological, dependent on internal maturation whereas learning is purely psychological, dependent on the environment.,2.4,4,Is learning equal to thinking?,Misconceptions of Learning,Learning is not the same as thinking, though there is no doubt that thinking can lead to learning. Learning may be overt or covert. Thinking is exclusively covert and unobservable. Covert thinking and covert learning are not the same thing. Thinking only occurs inside the black box (process) and involves active use of what has been learned before, whereas learning involves not only the black box (inner process) but also the whole internal and external process from SR.,2.5,What is first language acquisition?,Mystery of L1 Acquisition,on origin: the language(s) one learned first the language(s) in which one has established the first long-lasting verbal contacts. on internal and external identification: the language(s) one identifies with/as a native speaker of/by others. on competence: the language(s) one knows best. on function: the language(s) one uses most.,2.5,Mystery of L1 Acquisition,Some people believe that L1 is acquired through imitation and practice; others argue that it is acquired through creative hypothesis-testing. The traditional assumption: the childs language has been dependent on the models of his parents. But Chomsky contended that a child does not learn his first language by imitation but by creative hypothesis-testing of the linguistic input in the LAD. Findings in child language acquisition may help throw important lights on the difficult question of the origin of human language, and the complex process of second or foreign language learning.,Unit Wrap-up,这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本。,Definition of language: Language is a system of arbitrary vocal symbols used for human communication.Definition of learning: learning is the acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.“Misconceptions of learning: learning is more than behavioral change, biological maturation, one-direction mental development, and thinking.Mystery of L1 acquisition: L1 acquisition is a biologically-based, natural and hypothesis-testing process. It is different in some ways from L2 acquisition.,Further Readings,这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本，这里输入文本。,Kees deBot, Wander Lowie & Marjolijn Verspoor, (2006). Second language acquisition: An advanced resource book, New York: Routledge.Susan, G. & Jacquelyn Schachter. 2006. Linguistics Perspectives on Second Language Acquisition. Cambridge University Press.,Thanks！,By,Defining Concepts of Second Language Acquisition,Unit 3,Unit Preview,Key concepts in this unit:competence and performanceFirst Language, Second Language and Foreign Language acquisition and learninginput and outputinterlanguagevariabilityfossilizationlanguage transfer,Pre-learning Tasks,1) Search the internet to get the definitions of the SLA concepts listed in the unit preview and explain them with examples to your classmates.2) Try to consider the following questions and get answers to them from your own learning experiences or web resources:Why can you produce grammatically correct sentences you have never heard of before?b. In what way do you feel first language, second language, and foreign language differ from one another?,Pre-learning Tasks,c. Do first language, native language, mother tongue mean the same thing?d. Why do you always produce some wrong “Chinglish” sentences?e. Which is the most effective way of learning English for you: reading, listening, speaking or writing? Why?f. Why do you always forget the s to a verb when speaking and writing English sentence starting with “He, she, it”?g. Get one example to show that your Chinese native tongue helps or hinders your foreign language learning.,3.1,What is Competence and Performance?,3.1 What is Competence and Performance?,Competence refers to:a speakers knowledge of his languages manifest in his ability to produce and understand an infinite number of s