Chapter4-1.09公开课获奖课件赛课一等奖课件.ppt

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Chapter 4-1
Theories of
Language-Learning Conditions
in TEFL
Main Points for Revision
Understanding the nature & process of L2 learning:
1. What is SLA (Second Language Acquisition) theory and what’s it for?
2. What do SLA theories suggest about EFL learning?
3. What are Interlanguage theories?
4. What do interlanguage theories suggest about EFL teachers’ error corrections in TEFL
What’s SLA Theory, what’s it for?
Second Language Acquisition Theories refer to all the theories and studies about the process by which people develop their L2 proficiency (including all non-mother tongue).
Learning L2 is different from acquiring L1 in the way of learning, the learning environment and purpose of learning as it is generally formal, competitive and the learners have to do unreal things in target language.
Can L2 learners acquire L2 in the similar way as people acquire L1? If yes, how? (., can we change the way, the learning environment & the purpose of learning?)
The “Monitor Model” — S. Krashen 1987
The acquisition–learning hypothesis
The monitor hypothesis
The natural order hypothesis
The input hypothesis
The affective filter hypothesis
Acquisition-Learning Hypothesis
Learning (conscious process)
• Knowing about the language
• Focus on grammar and vocabulary
• Communication is not emphasized
• Correction of all errors
• The main learning activities are drilling and
grammar exercises
Acquisition
(subconscious process)
Similar to L1 development
Focus on Ss’ needs and
interests
All attempts at C. are
encouraged
Errors are accepted as
developmental
Learner-centered
situational activities/ tasks
Q: How do Ss learn grammar rules in the sample
lessons, consciously, or subconsciously?
Acquisition-Learning Hypothesis
To help learners achieve communicative competence both consciously & subconsciously;
It is hard for us to clearly distinguish “conscious learning” from “subconscious learning” involved in L2 learning process;
The form (structure)-based activities or “exercises” involve mainly conscious learning. If language learners are focused on language structures ONLY, the development of their fluency in communication is inhibited and at the same time, anxiety is increased.
By William Littlewood
The Monitor Hypothesis
When L2 learners acquire a language, an internalized set of rules that define “correct language” will be built. It is called a “monitor”;
The first place should be given to acquisition, since acquisition is responsible for the ability to use the language naturally & unconsciously;
Learning comes second, as it serves only to help us make conscious corrections while using the language under some of the conditions (., the learner has enough time for the corrections and is clear about the rules of language etc.).
“Interlanguage” is a language system between the target language and the learner’s native language.
It is imperfect compared with the target language, but it is not the mere translation from the learner’s native language.
Interlanguage is formed when the learner attempts to learn a new language, and it has features of both L1 and L2.
Hu Zhuanglin ()
The systematic knowledge of a second language which is independent of both the learners’ L1 & L2.
Selinker (1972)
Interlanguage Theories
How Interlanguage Theory
Suggests about TEFL
Different from L1 acquisition, at any given moment in the L2 learning process, learners have a partially correct mental picture of the inner structure of L2. And L2 individual learners develop their personal interlanguage in different ways.
It is unrealistic for L2 learners to master language proficiency as native speakers do especially in a FL learning environment. And since it is normal for L2 learners to produce language less than perfect, teachers should take a correct attitude towards students’ errors and know how to deal with their errors skillfully.
Three Types of Errors
The errors in L2 learning due to different development of L2 inner language system
Pre-systematic error
The errors made by L2 learners for their inner language system or grammatical structure is not available for their language use
Systematic error
The errors made by L2 learners for their grammatical structure is not available completely for language use even they have acquired the grammatical rules already
Post-systematic error
The errors made by L2 learners for they are not very familiar with the grammatical form in use or out of carelessness even they have acquired the grammatical rules completely