第二语言习得研究概况

章节摘录

　　70年代末和80年代初，Krashen提出了“监察理论”，其核心是五项基本假说：语言习得与学习假说、监察假说、自然顺序假说、语言输入假说和情感过滤假说。Krashen认为第二语言习得涉及两种不同的过程：习得过程和学习过程。“习得”主要指以获取信息或以信息交流为目的的语言习得过程，在这一过程中学习者关注的是“意义”而不是“语言形式”。与此相反，“学习”是指有意识的语言规则的学习，在这一过程中，学习者关注的是语言形式和语法规则。“学习”和“习得”是两种既不相同，又不能相互沟通或转换的过程。通过“学习”掌握的语言知识无法转化为语言习得系统的知识，也不能用来在自然交际环境中表达说话者想要表达的意义，而只能发挥“监察”的作用。“监察”是学习者对自己语言输出的质量进行有意识的监督，它可以发生在语言输出之前、语言输出期间或语言输出之后。自然顺序假说提出，第二语言规则的习得是以一种可预示的顺序逐步掌握的，某些规则的掌握往往要先于另一些规则的掌握，这种顺序具有普遍性。此外，有迹象表明这种顺序与课堂语言教学的顺序无关。输入假说是“监察理论”的核心内容，Krashen认为，学习者是通过对语言输入的理解而逐步习得第二语言的，“可理解的语言输入”（comprehensibleinptlt）是语言习得的必要条件。所谓“可理解的语言输入”是指语言输入既不能太难，也不能太容易，它应当稍微高于学习者目前的语言水平。只有当学习者接触到的语言材料是“可理解的”，才能对第二语言的发展产生积极作用。最后，Krashen试图以情感过滤假说来解释为什么学习者的学习速度不同，他们最终达到的语言水平也参差不齐。按照Krashen的观点，接受可理解的语言输入是语言习得的必要条件而不是充分条件，学习者差异的存在不仅是由于他们接受的可理解的语言输入的量不同，还在于不同的情感因素在语言习得过程中产生的影响。不恰当的情感（如学习动力不够、过度焦虑等）会对语言输入产生阻碍，使其无法进入语言习得机制，当然也就不能进行语言习得。Krashen用下图来表示这五项假设与第二语言习得的关系。

前言

　　近年来，国际交往日益频繁，国际贸易急速发展，出现了一种前所未有的现象：学外语、教外语、用外语的人多了；研究语言学和应用语言学的人多了；开设这方面专业的高校也多了，语言学硕士生和博士生也多了。就是不以此为专业，学习语言学和应用语言学的也不乏其人。为了给从事这个专业的师生提供便利，同时又帮助一般外语教师、涉外工作者以及汉语研究者开阔思路，扩大视野，提高效率，我们献上这套内容崭新而丰富的丛书——英文版《当代国外语言学与应用语言学文库》。　　文库首批推出54部外国英文原著，它覆盖了语言学与应用语言学26个分支学科。这批书是我们与各地有关专家教授反复研究之后精选出来的。出版这样大规模的语言学与应用语言学丛书，这在我国语言学界和外语教学界是破天荒第一次。　　我们这样做，抱着什么希望呢？总的说来，是遵循教育部关于加强一级学科教育的指示，在世纪之交，推出一套书来给中国的外语教育领航，同时也给一般外语工作者和汉语研究者提供信息，拓宽思路。

书籍目录

Preface by Hallday

General Editor's Preface

Authors' Preface

Acknowledgements

1 Introduction

1.1 The place of second language in the world today

1.2 Why study second language acquisition?

1.3 Development of the field of study of second language acquisition

1.4 The scope of second lanb, uage acquisition research

Notes

Activities

Suggestions for further reading

2 Second language acquisition research methodology

2.1 Introduction

2.2 Qualitative versus quantitative methodologies

2.2.1 Introspection

2.2.2 Participant observatiorf

2.2.3 Non-participant observation

2.2.4 Focused description

2.2.5 Pre-experiment

2.2.6 Quasi-experimem

2.2.7 Experiment

2.3 Setting

2.4 Instrumentation: production data elicitation

2.5 Variability problem

2.6 Instrumentation: intuitional data elicitation

2.7 Instrumentation: use of miniature,languages

2.8 Instrumentation: affective variables

2.9 Instruments from other disciplines

2.10 Measuring learner performance

2.10.1 Defining language proficiency

2.10.2 Defining an acquisition point

2.10.3 Taskversus test

2.10.4 An index of development

2.11 Conclusion

Notes

Activities

Suggestions for further reading

3 SLA: Types of data analysis

3.1 Introduction

3.2 Contrastive analysis

3.2.1 The contrastive analysis hypothesis

3.2.2 Language acquisition as habit formation

3.2.3 The CAH refuted

3.3 Error analysis

3.3.1 Strong versus weak Versions of the CAH

3.3.2 Language acquisition as rule formation

3.3.3 Interlingual versus intralingual errors

3.3.4 Interlanguage

3.3.5 Error analysis criticized

3.4 Performance analysis

3.4.1 Morpheme studies

3.4.2 Developmental sequence

3.4.3 Learner strategies

3.4.4 The acquisition of forms and functions

3.4.5 Formulaic utterances

3.5 Discourse analysis

3.5.1 Conversational analysi's

3.5.2 Other applications of discourse analysis

3.6 Conclusion

Notes

Activities

Suggestions for further reading

4 Interlanguage studies: Substantive fmdings

4.1 Introduction

4.2 ILs vary systematically

4.2.1 Free variation

4.2.2 Systematic vatriability

4.2.3 Variability resulting from amount of attention

4.2.4 Free variation as an impetus for development

4.2.5 Multiple explanations for variability

4.3 ILs exhibit common acquisition orders and developmental sequences

4.3.1 Acquisition order: morpheme studies

4.3.2 Developmental sequence: interrogatives

4.3.3 Developmental sequence: negation

4.4 ILs are influenced by the learner's L1

4.4.1 The effect of the L1 on SLA: how

4.4.2 The effect of the L1 on SLA: when (markedness)

4.4.3 The effect of the L1 on SLA: when (perceived transferability)

Notes

Activities

Suggestions for further reading

5 The linguistic environment for language acquisition

5.1 Linguistic input for first language acquisition

5.2 Linguistic input for second language acquisition

5.2.1 Linguistic adjustments to non-native speakers

5.2.2 Conversational adjustments to non-native speakers

5.3 Does the linguistic environment make a difference?

5.3.1 The effect of deviant input

5.3.2 The role of conversation in developing syntax

5.3.3 Input frequency-accuracy order relationships

5.3.4 Input modification and second languagecomprehension

5.3.5 Comprehensible input and second language

acquisition

Notes

Activities

Suggestions for further reading

6 Explanations for differential success among second language learners

6.1 Introduction

6.2 Age

6.2.1 Studies of age and SLA

6.2.2 Explanations for age-related differences

6.3 Aptitude

6.4 Social-psychological factors

6.4.1 Motivation

6.4.2 Attitude

6.5 Personality

6.6 Cognitive style

6.7 Hemisphere specialization

6.8 Learning strategies

6.9 Other factors

6.10 Conclusion

Notes

Activities

Suggestions for further reading

7 Theories in second language acquisition

7.1 Introduction

7.2 Theory construction and social science

7.2.1 The role of theories in making research cumulative

7.2.2 Purposes a~d types of theory

7.3 Nativist theories of SLA

7.3.1 General characteristics

7.3.2 Chomsky's Universal Grammar and SLA

7.3.3 A critique of language-specific nativist theories

7.3.4 Krashen's Monitor Theory

7.3.5 A critique of Monitor Theory

7.4 Environmentalist theories of SLA

7.4.1 General characteristics

7.4,2 Schumann's Pidginization Hypothesis and Acculturation Model

7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model

7.5 Interactionisttheories of SLA

7.5.1 General characteristics

7.5.2 Givon's Functional-Typological Theory and SLA

7.5.3 A critique of Givon's theory in SLA research

7.5.4 The ZISA's group's Multidimensional Model

7.5.5 A critique of the Multidimensional Model

7.6 Conclusion: the state of SLA theories

7.6.1 Comparing and evaluating theories

7.6.2 A note of caution

Notes

Activities

Suggestions for further reading

8 Instructed second language acquisition

8.1 Introduction

8.2 Early research on the effect of instruction, and some claimed implications

8.3 The effect of instruction on accuracy orders and developmental sequences

8.4 The effect of instruction on acquisition processes

8.5 The effect of instruction on rate of acquisition

8.6 The effect of instruction on the level of ultimate SL attainment

8.7 Conclusion

8.8 Explanations

8.9 Researching instructional design features

Notes

Activities

Suggestions for further reading

Epilogue

Bibliography

Index

作者简介

《第二语言习得研究概况》主要内容简介：Understanding how people learn and fail to learn second and foreign languages is increasingly recognized as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. An Introduction to Second Language Acquisition Research provides a synthesis of empirical findings on second and foreign language learning by children and adults. emphasising the desing and execution of appropriate research. The book assumes no prior knowledge of SLA. and introduces major topics such as the scope of SLA research. research methodology for gathering and analysing data, the history and development of SLA research and substantive findings on interlanguage development. explanations for success and failure, the role of theory in social science, current theories of SLA. and the effects of formal instruction on language learning. The volume also includes an extensive bibliography and suggestions for further reading, as well as discussion questions and problems to accompany each chapter. An Introduction to Second Language Acquisition Researc is a comprehensive, yet highly accessible study which will prove invaluable for language teachers and teachers in raining, as well as discusion questions and problems to accompany each chapter. An Introduction to Second Language Acquisition Research is a comprehensive, yet highly accessible study which will prove invaluable for language teachers and teachers in training, as well as students in applied linguistics, linguistics, psychology, psycholinguistics and foreign language education. Diane Larsen-Freeman is a Senior Faculty Member in the MAT Program at the Sehool of International Training.Vermont. USA and Michael H. Long is Professor of English as a Second Language, at the University of Hawaii,USA.

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