Reappraisal

(1)?Language transfer re-examined

①?Avoidance

1)?現(xiàn)象：difference → less errors but lower comprehension

2)?L1 can predict the extent to which the learners avoided using L2 items that are different with that of their L1

3)?L1 played a role in L2 production and reception without the “difficulty”?predicted by contrastive analysis being realized as “errors”

4)?Although Contrastive Analysis might fail to predict production errors, it might still be successful in predicting comprehension errors and avoidance of structures

②?Degree of similarity

1)?interference takes place on certain conditions

2)?condition:

a.?some similarities and some contrasts between equivalent items or structures in the two languages

b.?“structural predisposition”?結(jié)構(gòu)傾向

a predisposition to use L1 structure

3)?interference(程度)

a.?greatest: certain degree of similarity

b.?eases: “neutral resemblance”

4)?SLA research

a.?to specify precisely what the “crucial similarity measures”?consist of in order to predict, or explain, with greater accuracy, when interference takes place

b.?psychological + linguistic

③?A multi-factor approach

1)?error is a multi-factor phenomenon

2)?naturalness factor (developmental errors) v.s. interference (interference errors)

a.?Naturalness factors are determinants of SLA

a)?how salient feature of the L2 is to the learner

b)?how clear the relationship between given form and its meaning is

b.?phonology and morphology: doubly determined errors

c.?syntax and discourse: naturalness factors may predominate

3)?doubly determined errors

the presence of a developmental pattern in the learner’s L1 can serve to lengthen the stage of development characterized by the use of the pattern

4)?three sets of factors

a.?universal factors

factors relating to the universal way in which natural languages are organized

b.?specific factors about the learner’s L1

c.?specific factors about the L2

5)?multi-factor approach: identify the relationships between the factors

a.?universal factors determine the general outline of learning

b.?language specific considerations can come into play only where universal factors underdetermine the result

(2)?L1 interference as a learner strategy

①?behaviorist view → mentalist view (active contribution of the learner)

1)?learner strategies: store new L2 data and use prior knowledge

2)?interference → strategy

②?interference → intercession

1)?borrowing

a.?use L1 to make up the insufficiency in L2

b.?L1 is relied on more at the beginning than later

2)?interference → intercession

a.?interference: a feature of learning

b.?intercession: a strategy of communication

③?the role of L1

1)?L1 knowledge: existing knowledge for “strategies”

2)?use of the L1: rely on prior knowledge to facilitate new learning