In 1945, Charles Fries "Teaching and Learning English as a Foreign Language" and Robert Lado "Cross-Cultural Linguistics", the basic assumption of comparative analysis did not come out of thin air, but was based on the behavioral psychology and structural linguistics of the time. on (theoretical basis)

The content of the comparison is mainly the language system of the learner's mother tongue and the target language, and there are many comparisons of pronunciation and grammar.

The "strong theory" emphasizes the predictive function of contrastive analysis and believes that mother tongue interference is the main reason, or even the only reason, for difficulties and errors in second language acquisition.

The "weakness theory" focuses on the analysis of post-event errors and explains the causes of errors through comparison. This is the basic point of the "weakness theory" of comparative analysis.

Banathy, Trager, and Waddle once pointed out very clearly that the task of linguists is to identify these differences, the task of textbook writers is to write teaching materials based on the description of these differences, and the task of foreign language teachers is to focus on these differences. In teaching, the task of the learner is to learn these differences.

Description: Detailed description of the learner’s mother tongue and target language systems.

Choice: Combining biases to identify language items that cause learning difficulties for learners

Comparison: Conduct detailed analysis and comparison of the selected language projects to find out the commonalities and differences

Prediction: On the basis of comparison, predict where learners may make mistakes in the learning process.

Comparative analysis of the theoretical assumptions about the classification of difficulty levels: the size of the difference corresponds to different acquisition difficulties. The greater the difference, the greater the difficulty, and vice versa.

The psychological foundation of contrastive analysis is behaviorist psychology, and its core idea of ​​"stimulus-response" theory has been fiercely attacked and criticized by Chomsky.

Structural linguistics does not find a solution to the problem of comparative analysis

It is illogical for comparative analysis to equate the "difference" between the two language systems with the "difficulty" of language acquisition.

Errors caused by interference from the mother tongue, which is considered to be the main or only type of error by comparative analysis

Type bias in first language development, which also exists in first language acquisition

Type confusion errors refer to errors that cannot be classified into the first category or the second category.

Special types of biases refer to those biases that do not reflect the characteristics of the first language and are not found in first language acquisition.

Language transfer is not an all-or-nothing phenomenon, and it is unrealistic to deny mother tongue transfer.

What we want to explore is when and under what conditions the mother tongue affects second language acquisition.

Language transfer is not a simple behavioral process, but a mental process in which someone actively participates.

Learners' language errors are caused by many reasons, and mother tongue interference is only one of them.

Language transfer is more likely to occur when the two languages ​​are relatively similar.

The first language is part of the learning strategy. When learners do not have enough knowledge of the second language, they will use the knowledge of the first language to understand the second language to achieve communication purposes.

Corder1967 "The Significance of Learner Language Errors"

gather information

Discrimination bias

descriptive error

interpretation bias

evaluation bias

Lu Jianji published "Interlanguage Theory and Analysis of Phonetic Errors in Foreigners Learning Chinese" in 1984, "Analysis of Word Errors in Foreigners Learning Chinese" in 1987, and "Grammar of Foreigners Learning Chinese" in 1994. Error Analysis", and in 1993 he published "Pragmatic Errors in Foreigners Learning Chinese" together with Lu Wenhua

Judging from the error analysis research in my country in the past ten years, research can be divided into five fields: pronunciation, grammar, words, discourse, and Chinese characters. In the study of phonetic errors, the research objects include two categories: one is the error analysis of Chinese phonetic elements, and the other is the analysis of Chinese intonation errors. There are relatively few analyzes of word errors. Existing research mainly analyzes Chinese learners' vocabulary acquisition errors from the perspective of word formation and language contrast. Grammatical errors are the focus of research by domestic scholars. One is to discover patterns through detailed descriptions of learners' grammatical publication types, and the other is to analyze the sources of grammatical errors from different angles. There is the least research on discourse errors, and discourse cohesion and discourse coherence are the main areas of discourse analysis research. Research on errors in Chinese characters can be divided into research on error types and cognitive strategies in writing Chinese characters and research on cognitive strategies of Chinese characters.

Error analysis is the first research method to focus on the learner's language system. It does not explore the learner's native language system or the rules of the purpose and system itself, but explores the rules of the second language learner's language system.

Bias analysis provided strong evidence for the debate between the psychology school and behaviorism theory in the 1970s.

Error analysis proposes a set of systematic procedures and methods for describing and analyzing language errors of second language learners, laying the foundation for the development of error analysis.

significance

Error analysis only examines the learner's errors and ignores the correct parts of the learner's language system, resulting in an incomplete understanding of the learner's second language acquisition process.

Judging from the current error analysis research, there are few longitudinal studies, and most of them are horizontal research and static analysis. It is difficult to see the errors that learners make at different stages, and it is impossible to understand the full picture of the learner’s acquisition process.

Research has found that learners will adopt avoidance strategies for language items they find difficult. Since error analysis focuses on errors, it is impossible to collect the usage of language items that are avoided.

There are still problems in the five steps of bias analysis

limitations

The mother tongue usually refers to the language used by the learner’s race and community, so it is also called the “native language”. Under normal circumstances, the mother tongue is usually the first language that children are exposed to and acquired after birth. Therefore, the mother tongue is often called the "first language"

The target language is also called the "target language" and is generally the language that the learner is learning. This language can refer to the mother tongue or first language he is learning, or it can refer to the second language, third language or even fourth language he is learning. It emphasizes any language that the learner is learning and has nothing to do with the learner's language acquisition environment.

First language: usually the learner’s mother tongue or native language. Although sometimes, the learner's first language is not his mother tongue or native language. However, most learners’ mother tongue is their first language. In addition, when we talk about the concept of "first language", we usually refer to the temporal sequence of language acquisition. Therefore, the first language refers to the language that children first come into contact with and acquire in their early years.

Second language: It is relative to any other language other than the first language acquired by the learner. This means that a second language naturally includes a third, fourth or more other languages, if that happens. It should be pointed out that the concept of second language emphasizes the sequence of language acquisition and has nothing to do with the environment of language acquisition.

Acquisition: An "informal" language acquisition similar to the interaction method of children's native language. Most children acquire their mother tongue in this way. "Implicit learning" usually refers to the acquisition of language knowledge through unconscious or "subconscious" means in a natural state. What is acquired through acquisition is "tacit language knowledge", which is described by picking up a language.

Learning: refers to "formal" language rule learning, that is, acquiring a second language through classroom teaching. Most adult second language learners acquire their second language this way. "Explicit learning" generally refers to the acquisition of language knowledge through rule learning in a "conscious" state. What is acquired through learning methods is "explicit language knowledge", which is described by knowing about a language

No-interface view: the two types of knowledge are independent of each other, and "explicit knowledge" obtained through learning cannot be converted into "tacit knowledge"

Second language acquisition: refers to learners learning the target language in the target language country. The target language learned by learners is a recognized communication tool in the target language country, and of course it is also a tool used by learners to communicate. The language learned by the learner is not used as a social tool for the whole group in the home country, and the language learned by the learner is mainly learned in the classroom.

The distinction between language acquisition environments mainly involves two factors

From the perspective of acquisition methods, the difference between the two lies in whether the second language is acquired through communication or through teaching guidance; from the perspective of the acquisition environment, the difference between the two lies in whether the second language is acquired through communication or through teaching guidance. Does it take place in a natural social environment or in a classroom teaching environment?

"Naturally occurring acquisition" means that learners focus on communication rather than language form during the natural acquisition process, so it is an inadvertent or subconscious learning; "guided acquisition" refers to learning The experience of learners learning a second language under the guidance of teaching mainly focuses on certain aspects of the language system, such as pronunciation, vocabulary, grammar and other items.

If we divide it from the perspective of psycholinguistics, it seems that natural acquisition is subconscious, and acquisition with teaching guidance is conscious.

According to common understanding, in a natural social environment, implicit language knowledge is acquired through communication, while in a guided classroom teaching environment, learners acquire explicit language knowledge.

Linguistic expression refers to the use of inherent grammar by both parties in communication during the process of understanding and generating language. In other words, language ability is knowledge about language, and language expression is knowledge about language use. Language ability is composed of the mental representation of the internal and legal rules of both parties in communication.

As far as the research object is concerned, what they focus on is the structure and laws of the language system itself. Although second language acquisition researchers also pay attention to the study of the laws of the native language system itself, they are more concerned about the "learner language system"

Linguists and second language acquisition researchers have different research purposes

In terms of research purposes, psychology studies language and language acquisition in order to reveal the characteristics and laws of human psychological phenomena. However, the main purpose of second language acquisition research is to study how second language learners acquire the second language.

In terms of research scope, psychological research is much broader than second language acquisition research. As a science that studies psychological phenomena, psychology mainly studies the psychological motivations, psychological processes and psychological characteristics of individual human beings. The scope of second language acquisition research mainly includes three aspects

In addition, there are some differences in research methods between the two disciplines. There are many methods of psychological research, such as observation method, psychological testing method, experimental method, case method, etc. Although second language acquisition research sometimes uses some methods from psychological research, such as observation, case method and even experimental method, second language acquisition research often focuses on the description of the learner's language system, while psychological research Longer than experimental studies.

The research object of psycholinguistics is the psychological processes related to language use.

The interdisciplinary nature of second language acquisition research is determined by the nature of its research objects

The disciplinary nature and characteristics of second language acquisition research: interdisciplinary

In "The Significance of Learner Errors" published by Corder in 1967, Corder clearly proposed the object of second language acquisition research, which marked that second language acquisition research has become a relatively independent research field.

Selinker's "Interlanguage" published in 1972, this theoretical hypothesis more clearly proposed the object of second language acquisition research, that is, "the learner's language system"

These two articles successively clarified the research objects of second language acquisition research, created similar theoretical hypotheses, pointed out the direction of second language acquisition research, and laid a solid foundation for subsequent second language acquisition research.

The 1950s and 1960s were the theoretical initial stage of second language acquisition research, and second language acquisition research and second language teaching research had not yet been separated. The dominant method at that time was the "contrastive analysis" method based on behaviorism in psychology.

In the 1970s, second language acquisition research has developed into an independent research field. This period was a stage of great development of second language acquisition research theories. Second language acquisition research not only pays attention to learners' language errors, but also begins to pay attention to learners' entire language system, which leads to the theoretical hypothesis of "interlanguage"

In the 1970s, there were two important theoretical studies and creations. One was the study of the second language acquisition sequence represented by Dulay and Burt, and the other was Krashen's "monitoring model."

There is another theory worth mentioning in the 1970s, namely Schumann's "acculturation model". His basic assumption about second language acquisition is that the language of second language learners is a "pidginized" language. Reflects a sociolinguistic perspective on second language acquisition research

1970s

In the 1980s, second language acquisition research began to mature as an independent discipline. These different development paths reflect different theoretical perspectives in second language acquisition research and constitute the interdisciplinary characteristics of second language acquisition research. The so-called different development paths of second language acquisition research are mainly reflected in the following aspects:

Scholars generally believe that research on Chinese as a second language acquisition began in the early 1980s. In 1984, Lu Jianji introduced the concepts of second language learners' language "errors" and "interlanguage" into the field of teaching Chinese as a foreign language in "Interlanguage Theory and Analysis of Phonetic Errors in Foreigners Learning Chinese".

Research on Chinese Acquisition in the 1980s

Research on Chinese Acquisition in the 1990s

Research on Chinese Language Acquisition after the 1990s

What are the differences between Chinese language acquisition research after the 1990s and Chinese language acquisition research before the 1990s?