克拉申第二语言习得理论.ppt

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1、The Monitor Model,Song Xuejiao,IntroductionThe Five HypothesesCausative Variables Taken into Account in the Monitor ModelEvaluation,Introduction,Stephen Krashen is professor emeritus at the University of Southern California,who moved from the linguistics department to the faculty of the School of Ed

2、ucation in 1994.,Introduction,He is a linguist,educational researcher,and activist.Dr.Krashen has published more than 350 papers and books,contributing to the fields of second language acquisition(SLA),bilingual education,and reading.He is credited with introducing various influential concepts and t

3、erms in the study of second language acquisition,including the acquisition-learning hypothesis,the input hypothesis,the monitor hypothesis,the affective filter,and the natural order hypothesis.,Introduction,斯蒂芬克拉申(Stephen Krashen)1941年出生于美国芝加哥，现为美国南加州大学荣休教授，他毕生致力于第二语言获得的研究，这为他赢得了世界了性声誉。克拉申在20世纪中叶以来提

4、出的第二语言学习得的“输入假说模式”，这是近几十年来影响广泛、解释全面又很具争议性的理论。,The Five Hypotheses,任何科学理论都是由一系列的假设组成的,The Five Hypotheses,The Five Hypotheses,早在1970 年代初克拉申就提出了“监控模式”(The Monitor Model),该模式以“监控假说（The Monitor Hypothesis）”为核心;80 年代中叶,克拉申对之进一步扩充修订,转为以“输入假说”(The input hypothesis)为中心,形成了“输入假说模式”。,The Five Hypotheses,The a

5、cquisition-learning hypothesis The acquisition-learning distinction has already been considered in Chaper9(the role of formal instruction).The distinction lies at the heart of Krashens theory.It is applicable to the process of internalizing new L2 knowledge,to storing this knowledge,and also to usin

6、g it in actual performance.,The Five Hypotheses,Acquisition occurs subconsciously as a result of participating in natural communication where the focus is on meaning.In storage,acquired knowledge is located in the left hemisphere of the brain(in most users)in the language areas;it is available for a

7、utomatic processing.,Learning occurs as a result of conscious study of the formal properties of the language.Learnt knowledge is metalinguistic in nature.It is also stored in the left hemisphere,but not necessarily in the language areas;it is available only for controlled processing.,The acquisition

8、-learning distinction,The Five Hypotheses,In performance,acquired knowledge serves as the major source for initiating both the comprehension and utterances.,Learnt knowledge is available for use only by the Monitor,The Five Hypotheses,克拉申理论的出发点和核心，是他对“习得”和“学得”的区分，以及对它们各自在习得者第二语言能力形成过程中所起的作用的认识。“习得”是

9、潜意识过程，是注意意义的自然交际的结果，儿童习得母语便是这样的过程。习得的语言系统处于大脑左半球语言区，是自发语言运用的根本。与之相对的是“学得”，这是个有意识的过程，即通过课堂教师讲授并辅之以有意识的练习、记忆等活动，达到对所学语言的了解和对其语法概念的“掌握”。“学得”的系统虽然在大脑左半球，但不一定在语言区。克拉申认为，只有“习得”才能直接促进第二语言能力的发展，才是人们运用语言时的生产机制；而对语言结构有意的了解作为“学得”的结果，只能在语言运用中起监控作用，而不能视为语言能力本身的一部分。,The Five Hypotheses,启示我们语言外语学习和母语习得是不同的两个概念，外语学

10、习理论不能照搬母语习得理论。改善环境,提高效率。克拉申在习得一学习假设中指出习得比学得更重要。所以外语教师在教学过程中就要想方设法增加学生习得的成分,使学生学得更轻松自然。要做到这一点,给学生创造真实的语言环境非常重要,The Five Hypotheses,The Natural Order Hypothesis The Natural Order Hypothesis draws on the SLA research literature that learners may follow a more or less invariant order in the acquisition

11、of formal grammatical features.,The Five Hypotheses,-ing进行式名词复数连系动词(“to be”),助动词(进行式,如“He is going”)冠词(a,the),不规则的过去式,规则的过去式第三人称单数-S所有格S,这种自然顺序是通过分析第二语言习得的实验研究而得出的,它启示我们,教学大纲并不一定按照这种顺序来制定。即,在教学中,并不一定先教-ing,后教第三人称单数。,The Five Hypotheses,启示我们教师要多提供给学生接触真实目的语材料的机会，如先听后说，先读后写。,The Five Hypotheses,The Mo

12、nitor Hypothesis The Monitor is the device that learners use to edit their language performance.It utilizes learnt knowledge by acting upon and modifying utterances generated from acquired knowledge.This can occur either before the utterance is uttered of after.,监控假说与“习得学得”区别之假说密切相关，它体现了“语言习得”和“语言学习

13、”的内在关系。根据这个假设，语言习得与语言学习的作用各不相同。语言习得系统，即潜意识语言知识，才是真正的语言能力。而语言学得系统，即有意识的语言知识，只是在第二语言运用时起监控或编辑作用。这种监控功能既可能在语言输出（说、写）前也可能在其后。,The Five Hypotheses,Acquired competence(习得的能力),Output(输出),A model of adult second language performance,Learned competence(学习的能力)(the monitor),The Five Hypotheses,Krashen argues t

14、hat Monitoring has an extremely limited function in language performance,even where adults are concerned.He gives three conditions for its use:there must be sufficient time;the focus must be on form and not meaning;the user must know the rule.,The Five Hypotheses,克拉申认为,只有满足下述三种条件,第二语言运用者才能有意识地运用语法规则

15、。首先必须有充裕的时间,例如,在正常的谈话时,人们没有足够的时间去考虑规则,在谈话中过多地使用规则,可能导致说话结结巴巴,不注意对方所说的内容;其次是集中注意于语言的形式,也就是说,说话者必须考虑语言形式的正确性。但是,即使我们有时间,我们也许会由于太专心于说话的内容而顾及不到说话的形式;再次是必须懂得语法规则,这一点也许是难以满足的要求。语言学已告诉我们,语言的结构是极其复杂的。目前已经描述的语言结构只是最通用语言结构的一小部分。可以肯定,我们的学生只能接触整个语法的一小部分,即使最好的学生也不能学会教给他们的每条语法规则,The Five Hypotheses,启示我们课堂上提问学生要有一

16、定的等待时间，据说有人作过调查发现大部分老师在课堂上的实际等待时间都少于他对学生们所说的时间。,The Five Hypotheses,The Input Hypothesis It states that acquisition takes place as a result of the learner having understood input that is a little beyond the current level of his competence(i.e.the i+1 level).Input that is comprehensible to the learne

17、r will automatically be at the right level.,The Five Hypotheses,输入假说也是克拉申语言习得理论的核心部分。他曾用一本专著论述他的这个假说。克拉申认为，只有当习得者接触到“可理解的语言输入”（comprehensive input），即略高于他现有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的理解而不是对形式的理解时，才能产生习得。这就是他著名的 i+1 公式。i 代表习得者现有的水平,1 代表略高于习得者现有水平的语言材料。根据克拉申的观点，这种 i+1 的输入并不需要人们故意地去提供，只要习得者能理解输入，而

18、他又有足够的量时，就自动地提供了这种输入。,The Five Hypotheses,克拉申认为，理想的输入应具备以下几个特点：1）可理解性（comprehensibility）。理解输入的语言材料是语言习得的必要条件，不可理解的（incomprehensible）输入对于习得者而言，只是一种噪音。2）既有趣又有关（interesting and relevant）。要使语言输入对语言的习得有利，必须对它的意义进行加工，输入的语言材料越有趣、越关联，学习者就会在不知不觉中习得语言。3）非语法程序安排（not grammatically sequenced）。语言习得关键是足量的可理解的输入。如果

19、目的是“习得”而不是“学得”，按语法程序安排的教学不仅不必要，而且不可取。4）要有足够的输入量。要习得新的语言结构，仅仅靠几道练习题、几篇短文是不够的，它需要连续不断地有内容有趣味的广泛阅读和大量的会话才能奏效。,The Five Hypotheses,启示教师要给学生输入并理解比当前语言稍多一点的语言材料，还有个公式：i+1。这一点启示我们教学中输入的信息要让学生可理解，主要面对中等生，不要讲过于难的东西。并且所讲的东西要注意趣味性和关联性，同时又要有足够的输入量，但不要过多。控制为学生原有知识基础上加一点点，才能达到理想的效果。分层教学,因材施教。,“i+1理论”不仅注重知识的获得,而且强

20、调学习者如何获得知识即侧重学习者获得知识的途径。这正是实行分层次教学的精髓与理论基础。教学实践证明,分层教学有利于不同基础的学生提高英语水平,是因材施教原则的体现。,The Five Hypotheses,The Affective Filter Hypothesis This deals with how affective factors relate to SLA,and covers the ground of the Acculturation Model(文化适应模式).Krashen incorporates the notion of the Affective Filter

21、as proposed by Dulay and Burt.The filter controls how much input the learner comes into contact with,and how much input is converted into intake.It is affective because the factors which determine its strength have to do with the learners motivation,self-confidence,or anxiety state.,The Five Hypothe

22、ses,情感过滤假设认为情感因素直接影响第二语言习得。情感过滤的概念是杜莱(Du lay)和伯尔特(Bu rt)于1977 年提出的。,The Five Hypotheses,降低焦虑,激发动机。克拉申在情感过滤假设中对动机、信心、焦虑等情感因素在第二语言学习中的作用给予了极大的关注。只有当学习者学习动机高,自信心强学习态度积极,焦虑感低时,可理解的语言输入才会顺利进入语言习得机制。因此,在教学中,教师要努力为学生创造宽松和谐的课堂气氛,容忍学生的错误,保护学生的参与积极性,满足学生的成就感,使他们的焦虑程度降到最低;同时对学生加强学习动机教育,让学生从“被动”学习转为“主动”学习。只要他们充

23、满自信,勇于实践,就能促进信息的有效“输入”,促进语言的“吸收”及“输出”,获得理想的学习效果。,Causative Variables Taken into Account in the Monitor Model,AptitudeRole of the first languageRoutines and patternsIndividual differencesAge,Evaluation,Perhaps as a result of its prominence in SLA research,the Monitor Model has also attracted a lot of criticism.They are the acquisition-learning distinction,the Monitor,and Krashens treatment of variability.,Thanks for Your Patience,