1. SLA1 Psycholinguistic aspects of interlanguage Second language acquisition 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

2. PsychologyLinguistics Psycholinguistics: The study of the mental structures and processes involved in language acquisition

3. Psycholinguistic aspects L1 transfer (Communication strategies)

4. L1 Transfer

5. 2015/10/11SLA5 L1 transfer L1 influences L2

6. 2015/10/11SLA6 Types of transfer Positive transfer Where L1 matches L2 Negative transfer (interference) Where L1 interferes with L2

7. 2015/10/11SLA7 How does transfer affect L2 speakers? Chinese speakers avoid the use of relative clauses. Avoidance Chinese speakers tend to overuse the expression of regret when apologizng in English. Overuse Certain L2 forms or structures are heavily or rarely used.

8. language transfer Behaviourist view Mentalist view Cognitive view

9. 2015/10/11SLA9 Contrastive analysis (behaviourist view) L1 vs. L2.Similarities will facilitate L2 learning Differences will result in learning difficulty

10. 2015/10/11SLA10 Problematic predictions: Differences do not always result in learning difficulty. 有 vs. have vs. there is/are Similarities: 有 vs. have EASY!! Differences: 有 vs. there is/are Difficult??

11. 2015/10/11SLA11 Mentalist view  To play down the role of L1  Few errors are the result of L1 transfer

12. 2015/10/11SLA12 Cognitive view  To reconceptualize transfer within (Larry Selinker)

13. 2015/10/11SLA13 Cognitive view:To reconceptualize transfer within (Larry Selinker) language transfer is a cognitive process Learners draw on a variety of knowledge, including L1, to form hypotheses. L1 as a kind of ‘input from inside’.

14. 2015/10/11SLA14 Learners’ perception of what is transferable Learners’ stage of development Cognitive constraints that govern L1 transfer

15. 2015/10/11SLA15 Learners’ perception of L1  Learners have perceptions regarding the linguistic structure of L1.  They treat some as potentially transferable and others as potentially non-transferable.  Hij brak zijn been. ‘He broke his leg.’  Het ondergrondese verset werd gebroken. ‘The underground resistance was broken.’

16. 2015/10/11SLA16 Stage of development  As L2 proficiency develops, learners may try to use some linguistic structures that accord with L1 norms.  Evident in invitation, refusal, etc.  Proficient Japanese English speakers use high degree of formality required in Japanese

17. 2015/10/11SLA17 What follows?  Interlanguage development cannot constitute a restructuring continuum  L2 does not come from L1, and L2 does not replace L1.  Learners construct their interim rules (i.e. interlanguage)

18. 2015/10/11SLA18 The role of consciousness Krashen: learning vs. acquisition Schmidt Intentionality vs. attention

19. 2015/10/11SLA19 Learning vs. acquisition Learning Conscious study of L2 Formal settings Acquisition Subconsciously developed Naturalistic settings Two independent systems learned knowledge cannot be converted into acquired knowledge.

20. 2015/10/11SLA20 intentionality vs. attention intentionality Whether a learner makes a conscious and deliberate decision to learn some L2 knowledge. Attention Noticing (the process of attending consciously to linguistic features in the input) Awareness (implicit knowledge) Whether learners are conscious of acquiring new L2 elements

21. 2015/10/11SLA21 Consciousness (2)  Implicit vs. explicit knowledge  Are learners capable of learning explicit knowledge? Yes No  May explicit knowledge help learners develop implicit knowledge?

22. 2015/10/11SLA22 Computational models Serial processing Parallel distributed processing

23.  Computing as playing piano  http://www.bgfl.org/bgfl/custom/resources_ftp /client_ftp/ks2/music/piano/ http://www.bgfl.org/bgfl/custom/resources_ftp /client_ftp/ks2/music/piano/

24. A B C Serial processing Information is processed one at a time in a certain sequence.

25. 2015/10/11SLA25 Parallel distributed processing the representation of information is distributed (not local) memory and knowledge for specific things are not stored explicitly, but stored in the connections between units. learning can occur with gradual changes in connection strength by experience