interlanguage-theory-中介语理论
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四种二语习得理论1、中介语理论(Interlanguage)by SelinkerML TLchiglishmother language target language中介语是介于母语与目标语之间的一种语言Positive transfer(正迁移)母语的干扰:Transfer(迁移)Negative transfer(负迁移)正迁移(positive):母语帮助目标语2、文化移入说(Acculturation . Model)--by Schunman(舒曼)3、渐进体系说(Approximative System)循序渐进(Graduality)Palmer ( 帕默) "Snowball"四先原则:先易后难,先简后繁,先死后活,先集体后个人。
4、输入说(Input Theory)S.D.Krashen(克拉申)对于二语的习得,要进行大量的,可理解性的输入"i+1"即"input+1","1"相当于不定量"n"“中国外语立体教学理论”by “张正东”所用甚少四、环境对外语教学的影响Critical period 关键期假说“13”is the critical age1、印度狼孩2、非洲黑猩猩孩3、辽宁猪孩思考题:语言学对我国外语教学有什么样的启示第二部分:外语教学流派(Schools of FILM )教学目的:1、了解英语教学法主要流派。
2、借签第四讲:一、FLIM: Foreign Language Teaching Methods(一).GTM(语法翻译法)----Grammar Translation Methods始于18世纪末19世纪中,源于欧洲(西欧),(18世纪前的拉丁语)中国从1872年开始,同文馆标志着中国班级教学的开始。
GTM持续到20世纪70年代。
主要特点如下(弊端)1、重视书面语,轻视口语。
中介语理论与对外汉语教学一、概述中介语理论(Interlanguage Theory)是语言学中的一个重要概念,尤其在第二语言习得(Second Language Acquisition, SLA)和对外汉语教学领域具有广泛的应用。
该理论由美国语言学家塞林格(Larry Selinker)于1972年首次提出,旨在解释和描述学习者在第二语言习得过程中形成的一种介于母语和目标语之间的独特语言系统。
中介语是学习者在尝试掌握目标语的过程中所构建的一种过渡性语言,它随着学习者对目标语规则的逐渐理解和内化而不断变化和发展。
在对外汉语教学领域,中介语理论为我们提供了一种全新的视角来审视学习者的语言习得过程。
它不仅关注学习者的语言输出,还重视学习者的语言认知和心理过程。
通过对中介语的分析和研究,教师可以更加深入地了解学习者的语言特点和问题,从而制定更加有效的教学策略和方法。
同时,中介语理论也鼓励学习者积极参与到语言实践中,通过不断的试错和调整来提高自己的语言能力。
1. 中介语理论的定义与背景中介语理论,又称为中介语假说或过渡语理论,是二语习得领域中的一个核心概念。
该理论由美国语言学家塞林格(Larry Selinker)于1972年首次提出,旨在解释学习者在第二语言习得过程中所产生的一种独特的语言系统。
中介语是学习者母语与目标语之间的一个过渡状态,它既不是母语,也不是目标语,而是一种独立的、动态发展的语言系统。
中介语理论的形成和发展有着深刻的背景。
随着二语习得研究的兴起,研究者开始关注学习者在习得过程中的实际表现,而不仅仅是目标语的语言规则。
随着语言学理论的不断发展,尤其是认知语言学和语用学的兴起,研究者开始关注语言习得的心理过程和认知机制。
随着语言教学实践的不断深入,教师和学习者都意识到,在第二语言学习过程中,学习者会经历一个从不会到会、从不熟练到熟练的过程,而这个过程正是中介语逐步发展和成熟的过程。
中介语理论的核心观点是,第二语言学习者的语言系统是一个介于母语和目标语之间的独立系统,它具有自己独特的语言规则和特点。
中介语理论概述摘要:“中介语”(interlanguage)这个术语是国外外语教学研究者于70年代初提出来的,它是研究者鉴于“对比分析”(contras-tiveanalysis)(即拿学习者的母语跟外语或第二语言作对比,以弄清学习过程中遇到的难题,进而指导教学)的局限性而对外语或第二语言学习过程中出现的复杂的语言现象作出新的概括。
关键词:中介语;第二语言习得;对外汉语教学本世纪60年代,受乔姆斯基语言习得机制观点的影响,人们对第一语言习得进行了大量的实验性研究。
结果表明儿童的早期言语有其独特性,它不同于成年人所使用的语言,而且处在不断发展的过程中。
60年代末期,应用语言学家和心理语言学家利用第一语言获得的研究成果来重新审视学习者的第二语言行为,并试图从不同的角度对中介语进行研究。
(一)“中介语”概念的涵义在对外汉语教学领域,关于中介语的定义的讨论则主要有以下几种观点:1.中介语是学习者对目的语规律所作的不正确的归纳和推论所产生的一个语言系统。
这个语言系统既不同于学习者的母语,也不同于他所学的目的语。
(鲁健骥,1984、1993)这种观点是从发生学的角度对中介语所作的发生定义。
具体地说,这种观点强调,首先,中介语也是语言,具有人类语言所有的一般特征和功能;其次,它是由系统的,即由语音、词汇、语法构成的规则系统;第三,它是由于学习者对目的语所作的不正确的归纳和推理而产生的。
应该说,这个定义揭示了中介语的最基本的特征。
它承认中介语是一种自然语言,承认中介语的系统性。
另外,这种观点显然是把中介语当做可以观察到的、独立的语言系统来看待的。
这一点与Selinker和Sharwood Smith的观点是一致的。
但是,这种观点在阐述中介语产生的来源问题上似乎不够充分。
学习者对目的语规律所做的不正确的归纳和推理,实际上只是中介语产生的源头之一。
中介语产生的根源显然不限于此。
2.中介语是第二语言学习者“特有的一种目的语系统”。
中介语理论中介语理论中介语理论(InterlanguageKTheory)是由Selinker等人最先提出来的。
所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言,它处于不断的发展变化过程中,并逐渐向目的语靠近。
Selinker的中介语理论重点强调了第二语言学习中三个方面的问题,①什么样的认知过程负责中介语的建构?②中介语知识系统的性质如何?③为什么多数第二语言学习者不能完全获得目的语的语言能力?KKSelinker认为,负责中介语建构的认知过程有五种,它们是:语言的迁移(language transfer);训练的迁移(transfer of training);第二语言学习的策略;第二语言交际的策略;目的语材料的过度泛化(overgeneralzation)。
Selinker认为,学习者形成的中介语知识系统实际上是一系列心理语法,学习者利用这些语法来解释和产生言语。
这些心理语法是动态的、易于变化的,随着学习的不断深入,中介语知识系统包含了越来越复杂的心理语法。
Selinker认为,在第二语言学习过程存在着语言僵化(fossilization)现象。
它是指某些非目的语的语法、语音等长期存在于中介语中,并且不易改变的现象。
由于存在着语言僵化现象,使得多数学习者不能完全获得目的语的语言能力。
KK中介语理论后来有所的发展,但讨论的问题主要集中在中介语的三个特征方面:①中介语具有可渗透性,即组成中介语的规则并不是固定不变的,它可以受到来自学习者母语和目的语的规则或形式的渗透。
②中介语具有可变性,即中介语是不断变化的,这种变化不是从一个阶段突然跳到下一阶段,而是不断的借助“假设-检验”手段,缓慢地修改已有的规则以适应目的语新规则的过程。
③中介语具有系统性,即中介语是相对独立的语言系统,它具有一套独特的语音、语法和词汇规则体系。
KK中介语理论是较早用认知观点解释第二语言学习的理论模型,其重要意义首先在于它把第二语言学习看作是一种心理过程,并提供了一个理论框架来解释这种心理过程,而且这种理论为后来人们采用实验的方法研究第二语言的学习提供了理论基础。
第三节中介语一、中介语研究概说(一)什么是中介语中介语理论是在认知心理学理论基础上发展起来的。
美国学者L•Selinker于1969年最早提出这一概念,并于1972年在其题为《Interlanguage》的论文中首次使用"Interlanguage"(中介语)这一术语。
中介语是在第二语言习得中产生的,是介于母语和目的语之间的过渡性语言,随着学习者语言知识和交际能力的不断提高,其中介语体系会日趋丰富完善,并逐渐向目的语靠近。
因此从学习过程来说,它同学习活动是密切相关的。
随着学习者水平的提高,低层次的中介语将不断消失,而高层次的中介语将会出现。
它是一动态变化的过程,汉姆莱(Hammerly)曾用图形象地表示出了中介语与目的语之间的关系(1975)如下图所示:从上图可以看出中介语不是两种语言的直接混合,实质上它是不同心理过程与母语和目的语相互作用的结果,是多种因素的"混合"。
Ellis(1994)认为中介语的形成是-个重新创造的过程。
中介语作为一种独立的语言系统有其自身的语言规则(阴影不重合部分),同时它还具有与母语和目的语相似的规则(阴影重合部分)。
学习者的第二语言学习是从零点开始不断向目的话靠近的渐变过程。
它随着第二语言新知识的增加而不断变化。
W•Nemser(l971)把此系统称之为"渐近系统"(approximative systems)。
他认为学习者的这一系统是从零知识(zero knowledge)沿着一连续体(continuum)逐渐接近本族语使用者的语言能力(native speaker competence)。
他认为,"大部分第二语言学习者都处于这一连续体的某一位置,因此中介语不应被看作是静态的、固定不变的,它是处在不断修正,不断向目的语规则接近的过程中的。
"(二)中介语的形成模式及特点1.中介语的产生及形成模式中介语是在第二语言学习过程中的一定阶段才产生的。
第四讲:四种二语习得理论1、中介语理论(Interlanguage)MLchiglishm other language中介语是介于母语与目标语之间的一种语言Positive transfer (正迁移)母语的干扰: Transfer (迁移)Negative transfer (负迁移)正迁移(positive) :母语帮助目标语2、文化移入说(Acculturation . Model) --by Schunman (舒曼)3、渐进体系说(Approximative System)循序渐进(Graduality)Palmer ( 帕默) "Snowball"四先原则:先易后难,先简后繁,先死后活,先集体后个人。
4、输入说(Input Theory) S .D.Krashen (克拉申)对于二语的习得,要进行大量的,可理解性的输入"i+1"即"input+1","1"相当于不定量"n"“中国外语立体教学理论”by “张正东” 所用甚少 四、环境对外语教学的影响Critical period 关键期假说“13”is the critical age1、印度狼孩2、非洲黑猩猩孩3、辽宁猪孩思考题:语言学对我国外语教学有什么样的启示第二部分:外语教学流派(Schools of FILM )教学目的: 1、了解英语教学法主要流派。
2、借签by Selinker TL target language一、 FLIM: Foreign Language Teaching Methods(一) .GTM (语法翻译法) ----Grammar Translation Methods始于 18 世纪末 19 世纪中,源于欧洲 (西欧), (18 世纪前的拉丁语)中国从 1872 年开始,同文馆标志着中国班级教学的开始。
中介语理论研究与第二语言教学[摘要]中介语理论是第二语言习得研究领域中的一个认知理论。
分析和研究中介语产生的根源和特点有助于了解第二语言习得机制,揭示第二语言习得的发展过程和规律。
对提高教学效果有重大意义。
[关键词]中介语;特点;教学第二语言习得研究在近40年间取得了令人瞩目的成就。
随着研究的不断深入和发展,人们越来越重视第二语言习得的心理过程。
中介语理论把第二语言学习者的语言看作是一个内在的语言行为。
因此,中介语的研究对外语教学方法论有着重要的意义。
一、中介语的概念中介语(interlanguage),也有人译为"过渡语"或"语际语",指的是第二语言学习者特有的一种目的语系统。
是指在第二语言习得过程中,学习者通过一定的学习策略,在目的语输入的基础上所形成的一种既不同于其第一语言也不同于目的语,随着学习的进展向目的语逐渐过渡的动态的语言系统. 中介语理论认为,第二语言学习者在学习过程中所掌握和使用的目的语是一种特定的语言系统,这种语言系统在语音、词汇,语法、文化和交际等方面既不同于自己的第一语言,也不同于目的语,而是一种随着学习的进展向目的语的正确形式逐渐靠拢的动态的语言系统。
由于这是一种介乎第一语言和目的语之间的语言系统,所以称之为“中介语”。
与lnterlanguage (中介语)相近的概念最早由Corder在论文《学习者错误的意义》中提出,他把学习者尚未达到的目的语语言能力的外语能力称为过渡能力( transitional competence)。
美国语言学Selinker于1969年在论文《语言迁移》中首先提出中介语假说(interlanguage)的概念。
1971年,W. Nemsers在《外语学习者的相似系统》中提出了“approximative system”的概念。
1972年Selinker在其著名论文《中介语》中提出的中介语假说, 对“中介语”这一概念进行较详细的阐述,是试图探索第二语言习得者在习得过程中的语言系统和习得规律的假说,在第二语言习得的研究史上有重大意义。
Interlanguage theoryInterlanguage theory1. Behaviorist learning theoryThe dominant psychological theory of the 1950s and 1960a was behaviorist learning theory. According to this theory, language learning is like any other kind of learning in that it involves habit formation. Habits are formed when learners respond to stimuli in the environment and subsequently have their responses reinforced so that they are remembered. Thus, a habit is a stimulus—response connection. Learning took place when learners had the opportunity to practice making the correct respond to a given stimulus.It should be clear that behaviorist account of L2 acquisition emphasize only what can be directly observed and ignore what goes on in the‘black box’ of the learner’s mind. Learners frequently do not produce output that simply reproduces the input. In short, learning is not just a response to external stimuli.2. A mentalist(精神第一性论者) theory of language learningThe obvious inadequacies of behaviorist explanations of L2 acquisition led researchers to look towards an alternative theoretical framework. From a preoccupation with the role of ‘nurture’(养育) . How environmental factors shape learning), researchers switched their attention to ‘nature’ . how the innate properties of the human mind shape learning). This new paradigm was, therefore, mentalist (or ‘nativist’) in orientation. In the 1960s and 1970s a mentalist theory of first language acquisition emerged. According to this theory:1) Only human beings are capable of learning language.2) The human mind is equipped with a faculty for learning language, referred to as a Language Acquisition Device. This is separate from the faculties responsible for other kinds of cognitive activity.3) This faculty is the primary determinant of language acquisition.4) Input is needed, but only to ‘trigger’ the operation of the language acquisition device.3.What is ‘interlanguage’(中介语)The term ‘interlanguage’was coined by the American linguist, Larry Selinker(拉里●塞林格),in recognition of the fact that L2 learners construct a linguistic system that draws, in part, on the learner’s L1 but is also different from it and also from the target language. A learner’s interlanguage is, therefore, a unique linguistic system.The concept of interlanguage involves the following premises about L2 acquisition;1) The learner constructs a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rules is viewed as a ‘mental grammar’(精神语法)and is referred to as an ‘interlanguage’.2) The learner’s grammar is permeable(有渗透性的). This is, the grammar is open to influence from the outside . through the input). It is also influenced from the inside. 3) The learner’s grammar is transitional. Learners change their grammar from one time to another by adding rules, deleting rules, and restructuring the whole system. This results in an interlanguage continuum(连续体). This is, learners construct a series of mental grammars or interlanguages as they graduallyincrease the complexity of their L2 knowledge.4) Some researchers have claimed that the systems learners construct contain variable rules. That is, they argue that learners are likely to have competing rules at any one stage development. However, other researchers argue that interlanguage systems are homogeneous(同种的)and that variability reflects the mistakes learners make when they try to use their knowledge to communicate. These researchers see variability as an aspect of performance rather than competence.5) Learners employ various learning strategies to develop their interlanguags. The different kinds of errors learners produce reflect learning strategies.6) The learner’s grammar is likely to fossilize(僵化). Selinker suggested that only about five per cent of learners go on develop the same mental grammar as native speakers. The majority stop some way short. Fossilization dose not occur in L1 acquisition and thus is unique to L2 grammars.4. A computational model(计算模式) of L2 acquisition Figure 1 represents the basic computational metaphor that has grown out of ‘interlanguage’ and that informs much of SLA.The learner is exposed to input, which is processed in two stages. First, parts of it are attended to and take into short-term memory. There are referred to as intake. Second, some of intake is stored in long-term memory as L2 knowledge. The processes responsible for creating intake and L2 knowledge occur within the ‘black box’ of the learner mind where the learner’s interlanguage is constructed. Finally, L2 knowledge is used by the learner to produce spoken and written output . what we have called learner language).input → intake → L2 knowledge → outputFIGURE1 A computational model of L2 acquisition Social aspects of interlanguageRight from the beginning, SLA has also acknowledged the importance of social factors.1. interlanguage as a stylistic continuum(语言连续体)Drawing on work on variability in learner language, Elaine Tarone(伊莱恩●塔龙)has proposed that interlanguage involves a stylistic continuum(语体连续体). She argues that learners develop a capability for using the L2 and that this underlies‘all regular language behaviors’. At one end of the continuum is the careful style(细心语体), evident when learners are consciously attending to their choice of linguistic forms, as when they feel the need to be ‘correct’. At the other end of continuum is the vernacular style(随意语体), evident when learners are making spontaneous choices of linguistic form, as is likely in free conversation.Another theory that also draws on the idea of stylistic variation but which is more obviously social is Howard Giles’s (霍华德●贾尔斯)accommodation theory(调节理论). This seeks explain how a learner’s social group influences the course of L2 acquisition. For Giles the key idea is that of ‘social accommodation’. He suggests that when people interact with each other they either try to make their speech similar to that of their addressee in order to emphasize social cohesiveness (a process of convergence(会聚)) or to make it different in order to emphasize their social distinctiveness(a process of divergence). That is, when the social conditions are such that learners are motivated to converge on (集中于)native-speaker norm. Speak like native speakers) high levels of proficiency ensue, but when the conditions encourage learners to maintain their own social in group less learning takes place. Accordingto Giles’s theory, then, social factors influence interlanguage development via the impact they have on the attitudes that determine the kinds of language use learners engage in.2. The acculturation model(文化适应模式)of L2 acquisitionA similar perspective on the role of social factors in L2 acquisition can be found in John Schumann’s(约翰●舒曼)acculturation model.Schumann investigated on a 33-year-old Spanish (Alberto) who acquired English in the United States. Result of study: Very little evidence of any linguistic development over 10m was found. When learners fail to acculturate to the target-language group, pidginization(洋泾滨化)(they are unable or unwilling to adapt to a new culture) in L2 acquisition is coming into being.The main reason for learners failing to acculturate is social distance—social factors 1) to be socially equal; 2)to assimilate; 3)to share the same social facilities(公共设施). The minor reason is psychological distance(心理距离)—psychological factors1) Language shock(语言休克) 2)motivation.Social factors in acculturation determine the amount of contact with the L2 individual learners experience and determined how successful they are in learning.The problems in acculturation model are Failing to acknowledge the social factors are not fixed and static(静态的)but variable and dynamic and Failing to acknowledge that learners can be both the subject to social conditions and the subject of them. 3.Social identity and investment in L2 learningThe notion of‘subject to’(受……管制)and ‘subject of’(管制……)are central to Bonny Peirce’s(邦尼●皮尔斯)view of the relationship between social context and L2 acquisition. Learning is successful when learners are able to summon up or construct an identity so that they can become the subject of a discourse. If someone felt humiliated in the conversation because he found himself positioned as a ‘strange man’, someone who doesn’t know anything about the discourse. He was subject to a discourse which assumed an identity he doesn’t have.Investment is that something learners will only make if they believe their efforts will increase the value of their‘cultural capital’(文化资本).Peirce’s social theory of L2 acquisition:L2 acquisition=struggle +investment=engage with native speakers + prepare well to challenge Successful learner= reflect critically + construct and assert social identities Discourse aspects of interlanguage1. Acquiring discourse rulesDiscourse rules refer to the rules or regularities in the ways in which native speakers hold conversations.. A: I like your sweater.B: It’s so cold. My sister bought it for me in Italy some times ago.L2 learners behave differently. Sometimes they failed to respond to a compliment all. Like just say: ‘thank you!’More work is needed to demonstrate which aspects are universal and which language specific are as it is already clear that many aspects of leaner discourse are influenced by the rules of discourse in the learner’s L1.2 The role of input and interaction in L2 acquisition1) Different views on input and interactionBehaviorist theory: Input is in the center. Learners acquire language by imitation and habit information.Mentalist theory: Input is just trigger the learner’s SLA. Integrationist(取消隔离)theory: Language acquisition takes place because of both input and learner’s internal mechanism(内在机理).2) The properties of discourseUngrammatical foreign talk: . a. No drive car. b. Mary () doctor c. You give me water. Deletion of some grammatical featuresGrammatical foreign talk: The ice-cream—you will not forget to buy it on your way home—get it when you are coming home.All right At a slower pace, simplified, regularized, and elaborated.Baseline(参照)talk: you won’t forget to buy the ice-cream on your way home, will you Native speakers’style of talking.3) Negotiation of meaning(意义协商)When learners still fail to understand, they pretend to they have understood. This results in interactional modifications at the participation in the discourse.A: so where is DaveB: He vocation.A: He’s on vocation (Confirmation check)B: Yeah. On vocation. (Comprehension check)A: Lucky guy.3. The role of output in L2 acquisitionKrashen argues that ‘speaking is the result of acquisition not its cause’. He claims that the only way learners can learn from their output is by treating it as auto-input(自动输入). In contrast, Merrill Swain(美林●斯温)has argued that output canserve a consciousness-raising function by helping learners to notice gaps in their interlanguages. Second, output can help learners to test hypotheses. Third, learners can talk about their own output, identifying problems with it and discussing ways in which they can be put right.Psycholinguistic(心理语言学)aspects of interlanguage Psycholinguistic is the study of the mental structures(心理结构)and processes involved in the acquisition and use of language.1. L1 transferL1 transfer refers to the influence that the learner’s L1 exerts over the acquisition of L2.The influence is apparent in three ways 1) negative and positive transfer. Negative transfer(负迁移): the learner’s L1 is one of the sources of error in learner language. . drink like an ox vs. drink like fish or bad eggs vs. villains. Positive transfer(正迁移): positive transfer means that the learner’s L1 can facilitate his L2 learning. . Chinese learners of English can learn the sentence following very well: Good morning, Mr. Smith.! Because the logic of “早上好,史密斯先生。