second language acquisition

VICTOR GAO ZHEJIANG EDUCATIOVICTOR GAO ZHEJIANG EDUCATION INSTITUTEN INSTITUTE

11

SECOND LANGUAGE SECOND LANGUAGE ACQUISITION ACQUISITION

PART IPART I

VICTOR GAO

ZHEJIANG EDUCATION INSTITUTEZHEJIANG EDUCATION INSTITUTE

VICTOR GAO ZHEJIANG EDUCATIOVICTOR GAO ZHEJIANG EDUCATION INSTITUTEN INSTITUTE

22

Krashen's Five Hypotheses Krashen's Five Hypotheses

1.1. The Acquisition/ The Acquisition/ Learning HypothesisLearning Hypothesis

2.2. The Input Hypothesis The Input Hypothesis 3.3. The Affective Filter The Affective Filter

HypothesisHypothesis 4.4. TheThe Monitor Monitor

Hypothesis Hypothesis 5.5. The Natural Order The Natural Order

HypothesisHypothesis

VICTOR GAO ZHEJIANG EDUCATION INSTITUTEVICTOR GAO ZHEJIANG EDUCATION INSTITUTE

Combined model of acquisition Combined model of acquisition and production and production


LANGUAGE ACQUISITION DEVICE

BLACK BOX

INPUT HYPOTHESIS

AFFECTIVE FILTER HYPOTHESIS

MONITOR HYPOTHESIS

Comprehensible input i+1

LANGUAGE ACQUSITION HYPOTHESIS

INCUBATION HYPOTHESIS

INTERLANGUAGE HYPOTHESIS

INPUT

LISTENINGSOUNDREADINGWORDS

OUTPUT

SPEAKINGSOUNDWRITIINGWORDS

KNOWLEDGE COMPETENCE HYPOTHESIS





BLACK BOX

INPUT HYPOTHESIS LANGUAGE ACQUSITION HYPOTHESIS

INPUT




BLACK BOX


LISTENINGSOUND

INPUT

READINGWORDS




BLACK BOX


LISTENINGSOUND


COMPREHENSIBLE INPUT

READINGWORDS



BLACK BOX


LISTENINGSOUND

INPUT = i+1

READINGWORDS

AFFECTIVE FILTER HYPOTHESIS MONITOR HYPOTHESIS



BLACK BOX


LISTENINGSOUND

INPUT i+1

READINGWORDS




BLACK BOX


LISTENINGSOUND

INPUT = i+1

READINGWORDS


ANXIETY CONTROL


Dick Allwright’s HypothesisDick Allwright’s Hypothesis

Incubation HypothesisIncubation Hypothesis The language you learnt today will The language you learnt today will

disappear in tomorrow’s performance disappear in tomorrow’s performance until sometime lateruntil sometime later


Interlanguage HypothesisInterlanguage Hypothesis

Foreigner

Foreigner’s second language learning

Native Speaker

First language Inter language Second language



Foreigner


Native Speaker

First language Inter Language Second Language



First language Interlanguage Second language

Foreigner


Native Speaker



BLACK BOX


Finely Tuned

INPUT = i+1

Roughly Tuned


ANXIETY CONTROL




Selective learnerSelective learner



BLACK BOX


Finely Tuned

INPUT = i+1

Roughly Tuned


ANXIETY CONTROL





BLACK BOX


LISTENINGSOUND

INPUT = i+1

READINGWORDS


ANXIETY CONTROL



OUTPUT



BLACK BOX


LISTENINGSOUND

INPUT = i+1

READINGWORDS


ANXIETY CONTROL



OUTPUT

SPEAKINGSOUND

WRITINGWORDS




LISTENINGSOUND

INPUT = i+1

READINGWORDS


OUTPUT

SPEAKINGSOUND

WRITINGWORDS

knowledge FIXED PHRASES

KNOWLEDGE-COMPETENCE HYPOTHESIS




LISTENINGSOUND

INPUT = i+1

READINGWORDS


MONITOR HYPOTHESIS

OUTPUT

SPEAKINGSOUND

WRITINGWORDS

knowledge FIXED PHRASES

Meaning vs grammarhypothesis






LISTENINGSOUND

INPUT = i+1

READINGWORDS


MONITOR HYPOTHESIS

OUTPUT

SPEAKINGSOUND

WRITINGWORDS

grammar meaning

Meaning vs grammarhypothesis





BLACK BOX

INPUT HYPOTHESIS


MONITOR HYPOTHESIS





INPUT

LISTENINGSOUNDREADINGWORDS

OUTPUT

SPEAKINGSOUNDWRITIINGWORDS

KNOWLEDGE-COMPETENCE HYPOTHESIS




Combined model of acquisition Combined model of acquisition and production and production



BLACK BOX


WHAT INPUT?


WHAT OUTPUT?



BLACK BOX


INPUT

READINGWORDS


SPEAKINGSOUND

OUTPUT



BLACK BOX


LISTENINGSOUND

INPUT


SPEAKINGSOUND

OUTPUT



BLACK BOX


LISTENINGSOUND

INPUT

READINGWORDS


SPEAKINGSOUND

OUTPUT



BLACK BOX


INPUT

READINGWORDS


SPEAKINGSOUND

WRITINGWORDS

OUTPUT

LISTENINGSOUND


NATURAL ORDER HYPOTHESISNATURAL ORDER HYPOTHESIS

Common L2 order of difficulty for grammatical Common L2 order of difficulty for grammatical morphemes morphemes

11 plural " plural "-s-s" " "Books“

22 progressive progressive "-ing"-ing" " "John going“

33 copula " copula "bebe" " "John is here“

44 auxiliary " auxiliary "bebe" " "John is going“

5 5 articles "articles "the/athe/a" " "The books“

66 irregular past tenseirregular past tense "John went“

77 third person " third person "-s-s" " "John likes books“

88 possessive " possessive "ss" " "John’s book"


NATURAAL ORDER HYPOTHESISNATURAAL ORDER HYPOTHESIS

Natural Order of GrammarNatural Order of Grammar

1Plural+s

2 V-ing

3 Be here

5 The/a

7 likes

9

4 Be doing

6 went

8 John’s

10



BLACK BOX

INPUT HYPOTHESIS


MONITOR HYPOTHESIS





INPUT

LISTENINGSOUNDSREADINGWORDS

OUTPUT

SPEAKINGSOUNDSWRITIINGWORDS

KNOWLEDGE COMPETENCE HYPOTHESIS




The Natural Approach The Natural Approach

General premisesGeneral premises The goal is The goal is 'the ability to communicate 'the ability to communicate

with native speakers of the target with native speakers of the target language'language'

1.1. Comprehension precedes production Comprehension precedes production – – the Silent Periodthe Silent Period

2.2. Production 'emerges' Production 'emerges'


The Natural Approach The Natural Approach

General premisesGeneral premises Acquisition activities are central, Acquisition activities are central,

though some though some MonitoringMonitoring may be useful may be useful for some people sometimes for some people sometimes

Lower the Lower the Affective FilterAffective Filter: they won't : they won't learn if their affective barrier is too high learn if their affective barrier is too high

Speech emerges in stages. Group work Speech emerges in stages. Group work encourages speech. Speech encourages speech. Speech emergence is characterized by emergence is characterized by grammatical errors.grammatical errors.


有效的和低效的外语学习比较有效的和低效的外语学习比较有效的外语学习有效的外语学习低效的外语学习低效的外语学习

以学生为中心以学生为中心以教师为中心以教师为中心满足学生的期望和要求满足学生的期望和要求遵循课程的安排，不考虑遵循课程的安排，不考虑

学生的期望和要求学生的期望和要求以大量交际活动为特色以大量交际活动为特色注重训练和语法注重训练和语法

期望学生在达到外语目标期望学生在达到外语目标之前，能理解该语言之前，能理解该语言

期望学生在没有学好该语期望学生在没有学好该语言前，就使用该语言而不言前，就使用该语言而不犯错误犯错误

具体划分、充分利用各种具体划分、充分利用各种活动活动

在课堂学习阶段，积极的在课堂学习阶段，积极的学习活动很少学习活动很少



最大程度地与学生互动最大程度地与学生互动注重教师对全班的教学注重教师对全班的教学

在互动交流活动中借助体在互动交流活动中借助体态语、目光接触、手势的态语、目光接触、手势的运用支持外语沟通运用支持外语沟通

教师期望学生安静而听话教师期望学生安静而听话地学习地学习 ,, 不得四处走动不得四处走动

通过可信、有吸引力的上通过可信、有吸引力的上下文引出语言下文引出语言

在造作和乏味的情景中强在造作和乏味的情景中强调语言结构和词汇调语言结构和词汇

外语为教学语言学生的本外语为教学语言学生的本国语为教学语言国语为教学语言

学生的本国语为教学语言学生的本国语为教学语言

利用多种设备利用多种设备 ,, 包括计算包括计算机及其他技术机及其他技术

依赖规定的课本并严格遵依赖规定的课本并严格遵守其内容及程序守其内容及程序



让学生感受并且欣赏外语让学生感受并且欣赏外语文学作品中精华文学作品中精华

把外语文学作品作为翻译把外语文学作品作为翻译练习来使用练习来使用

课堂活动鼓励创造性及发课堂活动鼓励创造性及发散性思考和沟通散性思考和沟通

强调孤立狭义的正确答案强调孤立狭义的正确答案

语言的使用不具威胁性和语言的使用不具威胁性和危险性危险性 ,, 而是得到支持而是得到支持

强调不断地改正错误强调不断地改正错误

鼓励学生在课外交流中使鼓励学生在课外交流中使用外语用外语

暗示学生要把外语看作是暗示学生要把外语看作是一门学问和知识一门学问和知识

增加学生的多元文化意识增加学生的多元文化意识和国际化思考和国际化思考

忽略语言的国际化价值，忽略语言的国际化价值，只注重语言结构和考试只注重语言结构和考试

second language acquisition

Technology

natural order hypothesis

language interlanguage

language acquisitionpart

tuned input

sound inputi

combined model of acquisition

tomorrows performance

selective learner