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Chapter 3: Interlanguage

此簡報可能會牽涉到聽眾的討論活動，也就是所謂的執行項目。因此在進行簡報時 ﹐ 可充份利用 PowerPoint 來記錄這些執行項目： 於投影片放映狀態按下滑鼠右鍵 選取 〔 會議記錄簿 〕 選取 〔 執行項目 〕 標籤 將出現的意見都記錄於此 按下 〔 確定 〕 以結束此對話方塊 在簡報進行到最後時 ﹐PowerPoint 將會自動的建立一個執行項目投影片 ﹐ 並將你所記錄的內容顯示在該投影片上. Chapter 3: Interlanguage. Second Language Acquisition.

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Chapter 3: Interlanguage

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  1. 此簡報可能會牽涉到聽眾的討論活動，也就是所謂的執行項目。因此在進行簡報時﹐可充份利用 PowerPoint 來記錄這些執行項目： • 於投影片放映狀態按下滑鼠右鍵 • 選取〔會議記錄簿〕 • 選取〔執行項目〕標籤 • 將出現的意見都記錄於此 • 按下〔確定〕以結束此對話方塊 • 在簡報進行到最後時﹐PowerPoint將會自動的建立一個執行項目投影片﹐並將你所記錄的內容顯示在該投影片上 Chapter 3: Interlanguage Second Language Acquisition SLA

  2. Interlanguage (Selinker, 1972) • Definition • Internal system that a learner has constructed at a single point in time (I.e. an interlanguage) • Learners’ developing second language knowledge SLA

  3. Interlanguage SLA

  4. key questions • What is the nature of the interlanguage continuum? • What processes are responsible for interlanguage construction? • What explanation is there for the fact that most learners do not achieve full target language competence? SLA

  5. What is the nature of the interlanguage continuum/system? • systematic • rapid change, consists of a series of overlapping grammars • complexification SLA

  6. What process are responsible for interlanguage construction? • language transfer • transfer of training • strategies of L2 learning • strategies of L2 communication • overgeneralization SLA

  7. Language transfer • Characteristics of L1 • Example: • *I very much like this book. • ….. SLA

  8. Transfer of training • Features created by the teacher or textbook lead to acquisition with a non-native result • Example: • Overemphasis of English progressive form • *I am admiring you. SLA

  9. Overgeneralization • Apply a linguistic rule to all kinds of context • Example: • Past tense –ed • I walked to school. • *I goed to school. SLA

  10. Strategies of L2 learning • Learners’ attempt to commit aspects of L2 to memory • Example: • Rote learning SLA

  11. Strategies of communication • Communication strategies are used when L2 learners have difficulty expressing their meaning in L2 • Example: • Avoidance SLA

  12. Interlanguage-revisited Process Language transfer from L1 Transfer of training Overgeneralization of perceived L2 pattern Strategies of communication Strategies of L2 learning System Interlanguage rule 1 Interlanguage rule 2 Interlanguage rule 3 Interlanguage rule 4 Interlanguage rule 5 … …. …. Output of interlanguage system Actual production and reception SLA

  13. What explanation is there for the fact that most learners do not achieve full L2 competence? • fossilization SLA

  14. fossilization • Interlanguage patterns which seems not change, even after extended exposure to or instruction in L2 • Example: • -s addition when the subject is 3rd person and singular SLA

  15. A computational model • Input • ‘black box’ • Intake • L2 knowledge • output SLA

  16. Exercise • It is said that L2 learner can achieve a native-like proficiency, but never a full L2 proficiency. What explanations are there for the fact? Give two theories and examples to support your arguments. SLA

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