Chapter 9-1的.pptVIP

 Chapter Nine Varied Perspective on Interlanguage Contents An introduction to Interlanguage Social Aspects of IL Discourse Aspects of IL Psycholinguistic Aspects of IL Contrastive Analysis and Error analysis Contrastive Analysis was devised to justify procedures for predicting errors. In accordance with Behaviourist learning theory, the prevention of errors was more important than the identification of errors. In behaviorist accounts errors were treated as evidence of non-learning. Error analysis is a procedure used by both researchers and teachers. It involves collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness. Early interlanguage theory was closely associated with Error Analysis, which constituted an attempt to explain errors. In mentalist theory errors serve as evidence of the learner’s active contribution to acquisition. 9.1 An Introduction to Interlanguage 9.1.1 The definition and characters of Interlanguage 9.1.2 The IL Concept an Research Issues 9.1.3 Selinker and His View of IL Definition of IL Interlanguage is the term coined by Selinker(1972) to refer to the systematic knowledge of a second language which is independent of both the learner’ first language and the target language. The term has come to be used with different but related meanings: 1) the IL Continum: the interconnected systems which characterize learners’ progress over time. 2) an IL: the system observed at a single stage of development (i.e. an interlanguage). 3) particular L1 and L2 combination. Characters:  two views of the nature of IL continuum In which the learner is gradually replacing features of his L1 as he acquires features of L2; In which the learner is slowly creating the rule system of L2 in a manner very similar to the child’s acquisition of his L1.