二语习得第二章

unit2The nature of learner languageGroup4 of Class 6:Errors and error analysisDevelopmental patternsVariability in learner languagesection one:Errors and error analysisstep1.Identifying errorsstep2.Describing errorsstep3.Expaining errorsstep4.Error evaluation Identifying errorserror VS mistakeWhat errors and mistakes reflect?Give some examples.error:gaps in a learners knowledgemistake:occasional lapses in performanceDevelopmental patterns:1.The early stages 2.The order of acquisition3.Sequence of acquisition4.ImplicationsHow to distinguishthem?1,to check the consistency of learners performance2.to ask learners to correct their own deviant utterancesDescribing errors1.to classify errors into grammatical vategories2.to indentify general ways:omission、misonformation、misordering.Explaining errors1.systematic2.universal:omission、overgeneralization、transferError evaluation1.global errors:violate the overall structure of a sentence2.local errors:wrong in a single constituent in a sentencesection two:Developmental patternsDevelopmental patterns1.The early stages 2.The order of acquisition3.Sequence of acquisition4.Implications1.The early stages A silent period a preparation(greetings&requests)Begin to talk two characteristics Learn grammars other questions Formulaic chunksPropositional simplification Acquisition orderSequence of acquisition2.The order of acquisition Natural order 1.environmental factors 2.internal factors No natural order 1.order of accuracy 2.order of acquisition 3.Sequence of acquisition Transitional constructions U-shaped course of development Restructuring（overgeneralization,reorganization）4.Implications 1.Learner language changes over time.2.Some linguistic features are inherently easier.Conclusion Learners naturally learn one feature before another they must necessarily do so.The key point:whether the orders and sequences of acquisition can be altered through formal instruction.section three:Variability in learner languageLearner language is variable.e.g.one type of error may alternate with another type:Yesterday the thief steal the suitcase.Yesterday the thief stealing the suitcase.or an error may alternate with the correct target-language form:Yesterday the thief steal the suitcase.Yesterday the thief stole the suitcase.It is possible that variability is also systematic.Learners vary in their use of L2 according to:the linguistic contextthe situation contextthe psycholinguistic contextthe free variationthe linguistic contextDefinition:In one context they use one form while in other contexts they use alternate forms.Evidences1)the verb itself.(event,activity or a state)2)Other constituent of the utterance.adverb of frequency the use of“to be”the situation contextDefinition:Learners vary the linguistic forms they use in accordance with the situation.native speakerslearnersto speak informally/to use non-target formsto friendsin informal contextsto speak more formally/to use correct target-language formsto someone they dont konw very wellin formal contextsthe psycholinguistic contextDefinition:It is whether learners have the opportunity to plan their production.(time is available or not)1.Learner use a high proportion of irregular language forms in the unplanned narrative than in the planned one.2.Learner use the forms correctly in the planned than the unplanned narrative.It is clear that learners use the target language is strong influenced by the availability of planning time.Learner try to map particular forms on to particular fuction.They try to make the particular form-function mappings to conform to those found in the target language.They map one meaning on to one form.e.gno+verb/dont+verb Mariana no coming today.(negative statement)Dont sit in that one chair.(negative requests)the free variationVariability constitutes an essential stage in the acquistion of grammatical structures.beginpaint(future,present and past time)acquire other verb forms but initially they use these interchaneably with the simple formpainted(for past time)start to use the forms systematicallypainted(in planned discourse)paint(in unplanned discourse)elimainate non-target forms and use the target language form to perform the same function as native speakerspainted(consistently to refer to past time)Learners stop developing while still short of target-language competence,that is what we call fossilization.fossilization