英語(yǔ)教學(xué)法原著選讀總目錄（截至2016年）
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以下英文原文取自上海外語(yǔ)教育出版社引進(jìn)出版、授權(quán)轉(zhuǎn)載的“外語(yǔ)教學(xué)法叢書”之九《語(yǔ)言學(xué)習(xí)機(jī)制》第四章“Learner Language（學(xué)習(xí)者語(yǔ)言）”：
以下在線視頻，建議全屏播放，能夠看得更清楚。
原文（作者：Lightbown & Spada）
譯文（翻譯：Liz，審校：武太白）
Heading:
The Concept of Learner Language
學(xué)習(xí)者語(yǔ)言的概念
As we saw in Chapter 1, children do not learn language simply through imitation and practice. Instead, they produce sentences that are not like those they have heard. These sentences seem to be created on the basis of some internal processes and knowledge which interact with the language they hear, permitting them to discover the complexities of the adult language gradually. Children’s early language seems best described as a developing system with its own interim structure, not simply as an imperfect imitation of adult sentences.
在第一章我們已經(jīng)了解到，兒童并非簡(jiǎn)單地通過(guò)模仿和練習(xí)來(lái)學(xué)習(xí)語(yǔ)言。相反，他們?cè)斐雠c他們所聽到的語(yǔ)句不同的句子。這些語(yǔ)句似乎是基于跟他們所聽到的語(yǔ)言進(jìn)行互動(dòng)的某些內(nèi)部過(guò)程和知識(shí)而造出來(lái)的，這使得他們能夠逐漸發(fā)現(xiàn)成人語(yǔ)言的復(fù)雜性。對(duì)兒童早期語(yǔ)言的最佳描述是，它一個(gè)具有過(guò)渡構(gòu)造的發(fā)展中系統(tǒng)，而不是簡(jiǎn)單地對(duì)成人語(yǔ)言進(jìn)行不完美的模仿。
In Chapter 1 we also saw that children’s knowledge of the grammatical system is built up in predictable sequences. For instance, grammatical morphemes such as the –ing of the present progressive or the –ed of the simple past are not acquired at the same time, but in sequence. Furthermore, the acquisition of certain grammatical features follows similar patterns in children in different environments. As children continue to hear and use their language, they are able to revise these systems in ways which gradually develop towards the system of an adult.
在第一章中，我們還了解到兒童對(duì)語(yǔ)法體系的認(rèn)知是以可預(yù)測(cè)的順序建構(gòu)起來(lái)的。例如，一些語(yǔ)法詞素，如現(xiàn)在進(jìn)行時(shí)的-ing，或一般過(guò)去時(shí)的-ed，都不是同時(shí)、而是按照順序習(xí)得的。此外，特定語(yǔ)法特征的習(xí)得對(duì)于不同環(huán)境中的兒童來(lái)說(shuō)也遵循著類似的規(guī)律。隨著兒童繼續(xù)聽到并使用這些語(yǔ)言，他們能夠不斷修正自己的語(yǔ)言系統(tǒng)，從而漸漸地朝成人語(yǔ)言系統(tǒng)發(fā)展。
But what about second language learning? Does it evolve in similar ways? Do second language learners develop their own language system in much the same way as first language learners? How does instruction affect the language acquisition of learners who are exposed to the language mainly in a foreign language classroom?
但是，二語(yǔ)學(xué)習(xí)是怎樣的？和母語(yǔ)學(xué)習(xí)相似嗎？二語(yǔ)學(xué)習(xí)者形成語(yǔ)言系統(tǒng)的方式與母語(yǔ)學(xué)習(xí)者基本相同嗎？對(duì)于那些主要是在課堂上接觸外語(yǔ)的人而言，教學(xué)對(duì)他們的語(yǔ)言習(xí)得又有怎樣的影響？
Until the late 1960s, most people regarded second language learners’ speech simply as an incorrect version of the target language. Their errors were believed to be the result mainly of transfer from their first language. Contrastive analysis was the basis for identifying differences between the first and second language and for predicting areas of potential error. So, for example, one might predict that a speaker of French would be likely to express the idea of being cold as ‘I have cold’ in English because this would be a direct translation of the way this meaning is expressed in French (j’ai froid). And, indeed, some errors of this type do occur in learners’ language.
直到1960年代后期，絕大多數(shù)人都認(rèn)為二語(yǔ)學(xué)習(xí)者的語(yǔ)言只是目標(biāo)語(yǔ)言的一種不正確版本。人們相信這些學(xué)習(xí)者的錯(cuò)誤主要是從母語(yǔ)遷移的結(jié)果。對(duì)比分析是區(qū)別母語(yǔ)和第二語(yǔ)言不同之處的基礎(chǔ)，并且用來(lái)預(yù)測(cè)一些潛在的錯(cuò)誤。例如，有人會(huì)預(yù)測(cè)，講法語(yǔ)的人可能將“寒冷”表達(dá)為“I have cold”，因?yàn)檫@是法語(yǔ)中“我感到冷”的直譯。事實(shí)上，在學(xué)習(xí)者語(yǔ)言中的確會(huì)出現(xiàn)一些這種類型的錯(cuò)誤。
As we saw in Chapter 2, however, not all errors made by second language learners can be explained in terms of first language transfer alone. A number of studies show that many errors can be explained better in terms of learners’ attempts to discover the structure of the language being learned rather than an attempt to transfer patterns of their first language. Furthermore, some of the errors are remarkably similar to the kinds of errors made by young first language learners. An example in English would be the use of a regular –ed past tense ending on an irregular verb (as in the example, 'I buyed a bus ticket).
然而，正如我們?cè)诘诙轮兴?，并不是二語(yǔ)學(xué)習(xí)者所犯的所有錯(cuò)誤都能夠從母語(yǔ)遷移這唯一的角度做出合理解釋。多項(xiàng)研究表明，許多錯(cuò)誤能夠從語(yǔ)言學(xué)習(xí)者試圖探索所學(xué)語(yǔ)言結(jié)構(gòu)的角度來(lái)解釋，而不是從試圖遷移母語(yǔ)的角度來(lái)解釋。此外，一些錯(cuò)誤與年幼的母語(yǔ)初學(xué)者所犯的錯(cuò)誤明顯相似。例如，英語(yǔ)學(xué)習(xí)中，在不規(guī)則動(dòng)詞后面加“ed”表示過(guò)去時(shí)（例如“I buyed a bus ticket”）。
In addition, it has been observed that the errors are not always bi-directional. A traditional version of the Contrastive Analysis Hypothesis (CAH) would predict that, where differences exist, errors would be bi-directional, that is, for example, French speakers learning English and English speakers learning French would make errors on parallel linguistic features. To illustrate this, let us examine one way in which French and English differ and how this might be expected to lead to errors.
此外，已經(jīng)觀察到錯(cuò)誤不總是雙向的。傳統(tǒng)的對(duì)比分析理論會(huì)預(yù)測(cè)說(shuō)，只要有差異存在，錯(cuò)誤會(huì)是雙向的，也就是說(shuō)，講法語(yǔ)的人學(xué)習(xí)英語(yǔ)、講英語(yǔ)的人學(xué)習(xí)法語(yǔ)，會(huì)犯具有平行語(yǔ)言特征的錯(cuò)誤。為了說(shuō)明這一點(diǎn)，我們來(lái)看看法語(yǔ)和英語(yǔ)的一個(gè)不同之處以及這將如何導(dǎo)致錯(cuò)誤。
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Decide whether the following statements are true (T) or false (F):
1.Errors made by second language learners can be best explained by transfer from their first language into the target language.
2.According to the authors, "parallel linguistic features" mean the same language points in the two languages involved.
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