chapter 3: interlanguage second language acquisition sla1 此簡報可能會牽涉到聽眾的討論...
TRANSCRIPT
Chapter 3: Interlanguage Second Language Acquisition
SLA 1
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Interlanguage (Selinker, 1972) Definition
Internal system that a learner has constructed at a single point in time (I.e. an interlanguage)
Learners’ developing second language knowledge
Interlanguage
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key questions
What is the nature of the interlanguage continuum?
What processes are responsible for interlanguage construction?
What explanation is there for the fact that most learners do not achieve full target language competence?
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What is the nature of the interlanguage continuum/system? systematic
rapid change, consists of a series of overlapping grammars
complexification
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What process are responsible for interlanguage construction? language transfer
transfer of training strategies of L2 learning strategies of L2 communication overgeneralization
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Language transfer Characteristics of L1 Example:
*I very much like this book. …..
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Transfer of training Features created by the teacher or
textbook lead to acquisition with a non-native result
Example: Overemphasis of English progressive form
*I am admiring you.
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Overgeneralization Apply a linguistic rule to all kinds of
context Example:
Past tense –ed I walked to school. *I goed to school.
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Strategies of L2 learning Learners’ attempt to commit aspects of
L2 to memory Example:
Rote learning
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Strategies of communication Communication strategies are used
when L2 learners have difficulty expressing their meaning in L2
Example: Avoidance
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Interlanguage-revisited
System
Interlanguage rule 1
Interlanguage rule 2
Interlanguage rule 3
Interlanguage rule 4
Interlanguage rule 5
…….….
Process
Language transfer from L1
Transfer of training
Overgeneralization of perceived L2 pattern
Strategies of communication
Strategies of L2 learning
Output of interlanguage system
Actual production
and reception
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What explanation is there for the fact that most learners do not achieve full L2 competence?
fossilization
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fossilization Interlanguage patterns which seems
not change, even after extended exposure to or instruction in L2
Example: -s addition when the subject is 3rd person
and singular
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A computational model Input ‘black box’
Intake L2 knowledge
output
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Exercise It is said that L2 learner can achieve a
native-like proficiency, but never a full L2 proficiency. What explanations are there for the fact? Give two theories and examples to support your arguments.