二语习得教案.ppt

Second Language Acquisition?An Introductory Course Susan Gass Larry Selinker Chapter 1 Introduction 1. Review: (1) What is SSLA ? the study of how second languages are learned, including the processes and constraints underlying the learning of a second language by children and adults in natural and classroom instruction settings. (2) What is the goal of SSLA ? The ultimate objective of SSLA is exploring the change of learners’ internal mental state, i.e., competence, revealing about the nature of the human mind and intelligence by examining their performance. (3). What is the scope of SSLA ? how learners create a new language system with limited input what is learned and what is not why most L2 learners do not reach the same degree of proficiency in the L2 as in their L1. why only some learners can achieve native-like proficiency in more than one language. the nature of learners’ hypotheses of the rules of the L2: are the rules formed like those in the L1 or in the L2? are there universal patterns common to all learners regardless of the native language and the target language Do the rules created by second language learners vary according to the context of use? (4). Areas of study that are relevant to SLA --linguistics --psychology --psycholinguisitics --sociology --sociolinguistics --discourse analysis -- conversational analysis -- education and others. 2. Examples of SSLA research 2.1 题目: 词汇量、词汇深度知识与 语言综合能力关系研究 （变量关系） （1）研究问题： --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？ --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，词汇广度与深度知识的关系是否相同？ （2）定义： --词汇深度：学习者掌握一个词的全部意义和用法的程度 --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用含义的能力。 （3）结论： 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后与词汇广度知识。 2.2 题目: 中国学生西班牙语元音发音中迁移现象实验研究 (1) 研究问题: 以元音格局分析为基础,考察第一外语 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