单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,2020/6/28,#,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,2020/6/28,#,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,2020/6/28,#,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,2020/6/28,#,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,2020/6/28,#,Introducing,Second,Language Acquisition,Course Plan,Introducing Course Plan,1,Course Description,Optional course,for 3,rd,year students,2 credits,32 class hours,Lecture + Presentations + Discussions + Projects,Course Paper,Course Description Optional co,2,Course Objectives,It,is,an introductory course into the Second Language Acquisition (SLA) which provides Chinese students with some necessary knowledge and information about second language acquisition and learning.,Course ObjectivesIt is an intr,3,1,.,2.,3.,4.,Introduce SLA as an independent field,Review the linguistic and pedagogical aspect of SLA,Define the key concepts,of Second Language,Acquisition,View critically the existing theories of SLA,COURSE AIMS,1.2.3.4.Introduce SLA as an in,4,5.,6,.,7,.,Understand the individual learner differences,Analyze the learner language,Discuss the SLA research methods,COURSE AIMS,5.6.7.Understand the individua,5,TOPICS OF UNIT 1,Unit 1,Introducing Second Language Acquisition,1.1 What is Second Language Acquisition?,1.2 Why is Second Language Acquisition Important?,1.3 Which areas does Second Language Acquisition study?,1.4 How long is the History of Second Language Acquisition?,TOPICS OF UNIT 1Unit 1,6,TOPICS OF UNIT 2,Unit 2,Reviewing Bases of Second Language Acquisition,2.1 Definition of Language,2.2 Different Views about Language,2.3 Nature of Learning,2.4 Misconceptions of Learning,2.5 Mystery of L1 Acquisition,TOPICS OF UNIT 2Unit 2,7,TOPICS OF UNIT 3,Unit 3,Defining Concepts of Second Language Acquisition,3.1 What is Competence and Performance?,3.2 What is First Language, Second Language and Foreign Language?,3.3 What is Acquisition and Learning?,3.4 What is Input and Output?,3.5 What is Interlanguage?,3.6 What is Variability?,3.7 What is Fossilization?,3.8 What is Language Transfer,TOPICS OF UNIT 3Unit 3,8,TOPICS OF UNIT 4,Unit 4,Theorizing Second Language Acquisition,4.1 Universal Grammar,4.2 Interlanguage Theory,4.3 Monitor Theory,4.4 Connectionism,4.5 Construction Grammar,4.6 Acculturation Model,4.7 Sociocultural Theory,TOPICS OF UNIT 4Unit 4,9,TOPICS OF UNIT 5,Unit 5,Identifying Individual Learner Differences,5.1 Learning Styles,5.2 Learning Strategies,5.3 Learning Aptitude,5.4 Learning Intelligence,5.5 Learning Motivation,5.6 Learner Personality,5.7 Learning Age,TOPICS OF UNIT 5Unit 5,10,TOPICS OF UNIT 6,Unit 6,Analyzing Learner Language,6.1 Contrastive Analysis,1. Definition of CA,2. Basic Assumptions of CA,3. Three Hypotheses of CA,4. Approaches of CA,5. Procedures of CA,6. Criticisms of CA,TOPICS OF UNIT 6Unit 6,11,TOPICS OF UNIT 6,Unit 6,Analyzing Learner Language,6.2 Error Analysis,1. Definition of EA,2. Basic Assumptions of EA,3. Procedures of EA,4,. Application of EA in SLA,5,. Criticisms of EA,TOPICS OF UNIT 6Unit 6,12,TOPICS OF UNIT 6,Unit 6,Analyzing Learner Language,6.3 Contrastive Interlanguage Analysis,1. What is Learner Corpus,2. Methods of Learner Corpus Research,3. Tools of Learner Corpus Studies,4. Findings and Implications of Corpus-based SLA Research,TOPICS OF UNIT 6Unit 6,13,TOPICS OF UNIT 7,Unit 7,Researching Second Language Acquisition,7.1 What is Second Language Research?,7.2 Types of SLA Research Methods,7.3 Procedures of Second Language Research,7.4 Conducting SLA Research,TOPICS OF UNIT 7Unit 7,14,Thanks,Thanks,15,Unit 1,Introducing,Second Language Acquisition,Unit 1Introducing,16,Unit Preview,Unit topic focus:,definition,of second language acquisition,aims,of second language acquisition,areas,of second language acquisition,history,of second language acquisition,Unit PreviewUnit topic focus:,17,Pre-learning Tasks:,1. When,do you begin to learn a foreign language? Do you feel it difficult or easy to learn a language as a child or adult? Why?,2.,Why are you motivated to learn a foreign language?,A,. To learn it for fun,B,. To meet school requirements,C,. To improve personal quality and ability,D,. To go abroad,3. Combine web search with your own examples of learning,in,a,PowerPoint,presentation to show your experience and understanding of how to learn a foreign language well.,Pre-learning Tasks:,18,1.1 What is Second Language Acquisition?,Second language acquisition (SLA), is the processes by which people learn languages in addition to their native tongue(s) (Johnson & Johnson 1998).,As,one of the most important branches of applied linguistics, second language acquisition is a scientific discipline with a system of theories and,practice,.,1.1 What is Second Language Ac,19,Its nature can be well understood from the following characteristics (Wang,2000).,Second language acquisition is,an independent field,in its own right.,Second language acquisition is,an interdisciplinary discipline,in that it not only draws upon theories from a single science, but from several sciences such as sociology and psychology.,1.1 What is Second Language Acquisition?,1.1 What is Second Language Ac,20,3. Second language acquisition is,an applied science,. Its objective is to solve practical problems in language learning,4. Second,language acquisition is,an empirical science,. Like natural sciences, it uses experiments and quantitative or qualitative data for language research.,1.1 What is Second Language Acquisition?,1.1 What is Second Language Ac,21,1.2 Why is Second Language Acquisition Important?,When we learn a second/foreign language, it is very important and necessary to understand the learner and learning. There are at least two reasons to investigate second language acquisition.,To,understand the SLA,phenomena,2.,To apply SLA research in L2 learning &,teaching,1.2 Why is Second Language Acq,22,1.3 Which Areas Does Second Language Acquisition Study?,1.3 Which Areas Does Second La,23,Interlanguage,refers to the L2 learners linguistic and pragmatic performance and products,.,Learner external factors,include such external variables as social environment, family background, school facilities, teacher conditions and teaching methods, etc.,1.3 Which Areas Does Second Language Acquisition Study?,1.3 Which Areas Does Second La,24,Learner,internal factors,contain such inner variables as aptitude, intelligence, learning styles, learning strategies, etc,.,4. Individual,differences,refer to L2 learners age, gender, personality, motivation, native language proficiency level, second language level and so on.,1.3 Which Areas Does Second Language Acquisition Study?,1.3 Which Areas Does Second La,25,1.4 How long is the History of Second Language Acquisition?,Second language acquisition is a relatively new, interdisciplinary field of inquiry (Brown,1994).,During the,1930s and 40s, many language teachers held a negative or doubtful attitude towards second language acquisition,.,It was until,1950s,that SLA began to be studied in a systematic way.,The interest in SLA increased enormously in the,1960s,. It was an important center for research activities and information exchange for more than twenty years.,From,1970s, the SLA reached climax and momentum was maintained ever since.,1.4 How long is the History of,26,Unit W,rap-up,Second language acquisition,or SLA, is the processes by which people learn languages in addition to their native tongue(s).,Aims of SLA:,To help to understand the learner and learning.,Areas of SLA:,include the interlanguage, the external, internal learner factors and the individual differences.,History of SLA:,SLA is very new branch of applied linguistics and enjoys a rather short history, but develops fairly fast since its birth in the 1940s.,Unit Wrap-upSecond language ac,27,Further Readings:,R. Ellis, (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press,.,2. Gass, S, & L. Selinker, (2001). Second Language Acquisition: An Introductory Course. Lawrence Erlbaum Associates.,Further Readings: R. Ellis, (1,28,Thanks,Thanks,29,Unit 2,Reviewing Bases of Second Language Acquisition,Unit 2Reviewing Bases of Secon,30,Unit Preview,Unit topic focus:,definition of language,different views about language,nature of learning,misconceptions of learning,mystery of first language acquisition,Unit PreviewUnit topic focus:,Pre-learning,Tasks,Search the internet to get the definitions of language and learning and explain them with examples to your classmates,.,Reflect on your own experience of learning the mother tongue.,How do you understand the act of learning? Is language learning similar to other types of learning?,Why,?,Pre-learning TasksSearch the i,Language is a,system,of,arbitrary,vocal symbols used,for human communication,.,(Wardhaugh 1977).,What,is Language?,2.1,Language is a system of arbit,By,system,we mean the recurring patterns or arrangements or the particular ways or designs in which a language operates. All elements in the system of language are arranged in accordance with certain rules; they can not be combined at will.,By,“arbitrary,vocal,symbols”,it is meant that anything that represents something else is a symbol, for example, the dove is the symbol of peace. Language consists of another type of symbols, sounds symbols or speech sounds. These symbols are not chosen for any particular reasons but at,random,.,What,is Language?,2.1,By system we mean the recurr,34,Language,is used,for human communication,. Language is possessed only by human beings.,Animals,also have communication systems such as the dance of bees and the bark of dogs. But no system of animal communication is characterized by duality, and few systems of animal communication use discrete arbitrary symbols.,What,is Language?,2.1,In short, language is a unique system of communication, and it is the cornerstone of society.,Language is used for human com,35,The primitive view,language,is an organism:,growth and change are of more interest than the static formal rules.,language,is writing:,the written record of the language is the “purest” form. Speech is secondary and to be distrusted since it is ephemeral and degenerate.,language,is conventional:,language is conventional and it is not only invented, but in its progressive advancement, it varies for the purposes of practical convenience.,Different,Views about Language,2.2,The primitive viewlanguage is,36,Views at,t,he-turn-of-the-century,language,is a system:,each element of the language has a value only in terms of the rules under which it operates and in relation to all other elements.,language,is speech:,the written system is no more than a crude approximation to the spoken language, secondary and derivative.,language,is conventional:,language is partly rational, partly irrational and arbitrary.,Different,Views about Language,2.2,Views at the-turn-of-the-centu,The,structuralists view in,the early 20th,century,language,is speech:,The structuralists declared that the speech is the language. The written record is but a secondary representation of the language.,language,is a structural system:,language is a system of forms, elements or items of which are combined in certain ways to create,sentences.,language,is an arbitrary system:,there is absolutely no relationship between the words and the objects they represent.,Different,Views about Language,2.2,The structuralists view in th,The,mentalists view,represented by N. Chomsky,language,is a system which relates meaning to,substance:,it emphasizes meaning in linguistic description.,language,is a mental phenomenon and,innate:,the innateness of language suggests a genetically imparted ability for language learning.,language,is,universal:,all normal children acquire a mother tongue.,At a highly abstract level, all languages must share some universal characteristics.,Different,Views about Language,2.2,The mentalists view represent,The,functionalistsview,represented by M. A. K. Halliday,The,instrumental function,serves to manipulate the,environment.,The,regulatory function,is the control of,events.,The,representational function,is the use of language,to,“represent” reality as one sees it,.,The,interactional function,serves to ensure social maintenance.,Different,Views about Language,2.2,The functionalistsview repres,The,functionalistsview,represented by M. A. K. Halliday,The,interpersonal function,allows a speaker to express feelings, emotions and personality,.,The,interpersonal function,allows a speaker to express feelings, emotions and personality,.,7) The,imaginative function,serves to create imaginary systems or ideas.,Different,Views about Language,2.2,The functionalistsview repres,2.3,Nature,of Learning,Learning,is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction,-Longman,Dictionary of Contemporary,English,Learning,is a relatively permanent change in a behavioral tendency and is the result of reinforced,practice.,-Kimble,&,Garmezy, 1963,2.3 Nature of Learning Le,42,2.3,Nature,of Learning,Learning,is acquisition or getting,.,2) Learning,is retention of knowledge, information or skill,.,3) Retention,implies storage systems, memory, and cognitive organization,.,4) Learning,involves active, conscious focus on and acting upon events outside or inside the organism,.,Learning,contains a number of characteristic features (Brown, 1994):,2.3 Nature of LearningLearning,43,2.3,Nature,of Learning,5) Learning,is relatively permanent, but subject to forgetting,.,6) Learning,involves some form of practice, perhaps reinforced practice,.,7)Learning,is a change in behavior.,Learning,contains a number of characteristic features (Brown, 1994):,2.3 Nature of Learning5) Learn,44,2.4,1,2,3,Is learning a change in behavior?,Is learning,biological growth/ maturation,?,Is learning mental development?,Misconceptions,of Learning,4,Is learning equal to thinking?,2.4 123Is learning a change in,45,2.4,1,Is learning a change in behavior?,Misconceptions,of Learning,Learning,involves a particular or permanent kind of change in behavior and brain. Learning refers to the attaining of a new association that is not only established just between external stimulus and response represented by S,R. It may also bring about mental association between external stimulus and internal stimulus represented by S,s,.,Learning, on the other hand, is a purely internal event, and can be stored in the brain indefinitely even if it is never acted out in behavior.,2.4 1Is learning a change in b,46,2.4,2,Is learning,biological growth/ maturation,?,Misconceptions,of Learning,Learning,is more than a biological process and includes those changes that result from experience, and is a cognitive or psychological one. Growth is a purely physical or biological process. Although much learning does occur in connection with growth/maturation, growth or maturation and learning are not the same thing.,We,cannot stop growth unless we kill the child. But learning can be controlled by human beings. We can refuse to learn.,2.4 2Is learning biological gr,47,2.4,3,Is learning mental development?,Misconceptions,of Learning,Learning is both positive and negative mental development. One distinction between learning and intellectual development is that learning involves the acquisition of either positive or negative associations. But intellectual development is always a positive process, evolving from a lower stage to a higher one. Development may be partly biological, dependent on internal maturation whereas learning is purely psychological, dependent on the environment.,2.4 3Is learning mental develo,48,2.4,4,Is learning equal to thinking?,Misconceptions,of Learning,Learning is not the same as thinking, though there is no doubt that thinking can lead to learning. Learning may be overt or covert.,Thinking,is exclusively covert and unobservable. Covert thinking and covert learning are not the same thing. Thinking only occurs inside the black box (process) and involves active use of what has been learned before, whereas learning involves not only the black box (inner process) but also the whole internal and external process from,S,R,.,2.4 4Is learning equal to thin,49,2.5,What is first language acquisition?,Mystery,of L1 Acquisition,on origin: the language(s) one learned first the language(s) in which one has established the first long-lasting verbal contacts.,on internal and external identification: the language(s) one identifies with/as a native speaker of/by others.,on competence: the language(s) one knows best.,on function: the language(s) one uses most.,2.5 What is first language acq,50,2.5,Mystery,of L1 Acquisition,Some,people believe that L1 is acquired,through imitation and practice,; others argue that it is acquired,through creative hypothesis-testing.,The,traditional,assumption:,the childs,language has been,dependent,on the models of his,parents. But,Chomsky contended that a child does not learn his first language by imitation but by creative hypothesis-testing of the linguistic input in the LAD.,Findings,in child language acquisition may help throw important lights on the difficult question of the origin of human language, and the complex process of second or foreign language learning.,2.5 Mystery of L1 Acquisition,51,Unit,Wrap-up,这里输入文本,，,这里输入文本,，这里输入文本，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入,文本,。,Definition of language:,Language is a system of arbitrary vocal symbols used for human communication,.,Definition of learning:,learning is the acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction,.“,Misconceptions of learning:,learning is more than behavioral change, biological maturation, one-direction mental development, and thinking,.,Mystery of L1 acquisition:,L1 acquisition is a biologically-based, natural and hypothesis-testing process. It is different in some ways from L2 acquisition.,Unit Wrap-up这里输入文本，这里输入文本，这里输入,52,Further Readings,这里输入文本,，,这里输入文本,，这里输入文本，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入文本,，这里,输入文本,，,这里输入,文本,。,Kees deBot, Wander Lowie & Marjolijn Verspoor, (2006).,Second language acquisition: An advanced resource book, New York: Routledge,.,Susan, G. & Jacquelyn Schachter. 2006. Linguistics Perspectives on Second Language Acquisition.,Cambridge University Press.,Further Readings这里输入文本，这里输入文本，,53,Thanks,！,Thanks！,By,Defining Concepts of Second Language Acquisition,U,nit 3,By Defining Concepts of,55,Unit Preview,Key concepts in this unit:,competence and performance,First Language, Second Language and Foreign Language acquisition and learning,input and output,interlanguage,variability,fossilization,language transfer,Unit PreviewKey concepts in th,56,Pre-learning Tasks,1) Search the internet to get the definitions of the SLA concepts listed in the unit preview and explain them with examples to your classmates.,2) Try to consider the following questions and get answers to them from your own learning experiences or web resources:,Why can you produce grammatically correct sentences you have never heard of before?,b. In what way do you feel first language, second language, and foreign language differ from one another?,Pre-learning Tasks1) Search th,57,Pre-learning Tasks,c. Do first language, native language, mother tongue mean the same thing?,d. Why do you always produce some wrong “Chinglish” sentences?,e. Which is the mo