1、SLA and FLT in Chinese Context -Studies of Interlanguage Fossilization: A Case in Point 二語習得研究對中國外語教學的啟迪-以中介語石化現象研究為例教育部高等學校外語專業教學指導委員會主任委員戴煒棟教授上海外國語大學Overview Spread of English ELT in China: DevelopmentsProblems Measures Studies of SLA in last 20 years A case in point: studies of Interlanguage foss

2、ilizationSpread of EnglishqEnglishinternational/global/ multi-national/multicultural/dominant language qReport by Swedish Academy of Social Sciencesq-NSE- 400 millionq-ESL users -300 millionq-EFL users -1.5 billionqTEFL 1000 million receiving formal instruction qVarieties of English BE, AmE, NE qNew

3、 varieties of English SE, IEqLocal variety of English in daily useqUtilitarian English qOffered as an official course in universities ELT in China外語學習持續升溫，人數猛增社會各界對外語學習的質疑英語專業擴招非通用語種的發展存在的問題所采取的措施 1.外語學習持續升溫， 學習外語/英語人數猛增Statement of Gorden Brown: “Within the next 10-15 years, the number of Chinese w

4、ho can speak fluent English will exceed the total number of the native speakers of English”.吳啟迪（2007）：2400多萬名在校大學生Report by BC: 300 million Chinese learning English at different levelsChinglish vs China English: qipao, hutong, fengshui, doufu etc.China English: officially acceptedESL or EFL in China

5、?2.社會各界對外語/英語學習升溫的質 疑 2000年前后英語教學費時低效 2003年質疑“全民學英語” 2004年質疑英語考試“科舉考試” 2005年質疑雙語教育的負面效應Immersion programMaintenance bilingual educationTransitional bilingual education 2007年教育部：高校必須面向全體大學生開設中國語文必修課程3.英語專業擴招及相應問題英語專業900余個，其中600多個為本科英語專業英語專業TEM4,TEM8考生劇增英語專業碩士點200余個英語專業博士點大幅增加問題：How to ensure the over

6、all quality of ELT?Studies of SLA in last 20 yearsachievements and problemsMain focus: applications of SLA research findings to ELT in Chinese contextStudies of fossilization: a case in pointInterlanguage: a language which is between the native language and the target language（Longman）.Interlanguage

7、: the mental grammar that a learner constructs at a specific time in the learning process (Selinker)Selinker: few people can ever achieve native-like competenceSome factors affecting the interlanguage systemLanguage transfer：fossilized items, rules, subsystems which occur in the interlanguage as a r

8、esult of transfer from the native language.: items resulting from particular approaches used in trainingStrategies of second language communication: identifiable approaches by the learner to communicate with native speakers of the target language.Overgeneralization of target language linguistic mate

9、rial: overgeneralization of target language rules and semantic features .Cenral premises of IL(I)A learners interlanguage consists primarily of implicit linguistic knowledge.A learners interlanguage knowledge constitutes a system in the same sense that a native speakers grammar is a system. A learne

10、rs interlanguage is permeable.A learners interlanguage is transitional.A learners interlanguage is variable. At any one stage of development the learner will employ different forms for the same grammatical structure. Cenral premises of IL(II)A learners interlanguage is the product of general learnin

11、g strategies, like L1 transfer, intralingual strategies ( e.g. overgeneralization and simplification).A learner may supplement his/her interlanguage by means of communication strategies (e.g. paraphrase or request for assistance).A learners interlanguage may fossilize. Fossilization: definition 1 (

12、in second or foreign language) a process which sometimes occurs in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language. Aspects of pronunciations, vocabulary usage and grammar may become fixed or fossilized in second or foreign language learnin

13、g. Fossilized features of pronunciation contributes to a persons foreign accent. (Longman Dictionary) (Note that according to Professor Zhaohong Han fossilization happens in second language learning only, probably, as suggested by Professor Han, stabilization, not fossilization, happens in foreign l

14、anguage learning. )Fossilization: definition 2“外語學習者中介語中趨于保留的與它的目的語有關的那些石化的語言點，語法點及亞系統特征，這些特征不受外語學習者的年齡及所接受的外語教育多少的影響。石化的結構趨于以潛在的方式存在，在表面上認為清除了以后，在學習者的輸出中重新出現” (Selinker, 1994:31)。“如果中介語的結構系統不再進一步發展，也是石化的表現。” (Selinker, 1994:35)Types of FossilizationIndividual fossilization vs group fossilizationB.

15、Temporary fossilization vs permanent fossilizationCauses of interlanguage fossilizationSelinker: language transfer; Transfer of improper training;Strategies of second language learning;Strategies of second language communicationOvergeneralization of IL rules Causes of interlanguage fossilizationB. E

16、llis: internal and external factors External: 學習機會匱乏（lack of learning opportunities)交流壓力( pressure of communication)對學習者的某些用法進行反饋（相互作用論）（nature of feedback) Internal: 敏感期（生物論）（sensitive period)文化遷移（acculturation) Causes of interlanguage fossilizationC. Skill learning psychologically speaking: platea

17、u ( 高原期） In terms of language proficiency: climax（高峰期）研究中介語石化現象對外語教學的啟迪研究中介語石化現象對外語教學的啟迪充分認識和利用情感因素（affect）在外語學習中發揮的作用減少母語干擾重視社會結構主義動機論提高目的語輸入質量（optimal input automatization desired output)充分理解意識理論 對外語教學的啟示（在程序化過程中教師應關注學生，避免在程序化過程中出現過度概括，區分過細和過度強化一些規則的使用，教師應創造一種有力轉化的學習環境。）加強對糾錯策略的研究,注意defossilizatio

18、n/destabilization三個階段，即saliencenoticing tallying制訂符合國情的外語教育政策和教學體系（如“一條龍”體系；雙語教育政策；外語教學專業規范制定等）要注意實現 defossilization /destabilization 的三個過程：Avoid low salience of certain linguistic features. （注意凸顯）Noticing (意識）can compensate low salience of certain linguistic featuresSubsequent tallying (吸收，記錄) of linguistic features after noticing makes contingency learning possible. 加強對糾錯策略的研究。制訂符合國情的外語教育政策和教學標準，如“一條龍”體系；雙語教育政策，外語專業教