英语教学法原著选读12 自然顺序假说 下

本篇选自克拉申《第二语言习得的原则与实践(Principles and Practice in SLA）》第二章“第二语言习得理论”A节“有关第二语言习得的五个假说”第二个假说，武太白翻译。

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原文

While English is the best studied language, it is not the only one studied. Research in order of acquisition for other language is beginning to emerge. As yet unpublished papers by Bruce (1979), dealing with Russian as a foreign language, and van Naerssen (1981), for Spanish as a foreign language, confirm the validity of the natural order hypothesis for other languages.

We will deal with the pedagogical implications of the natural order hypothesis later, I should point out here, however, that the implication of the natural order hypothesis is not that our syllabi should be based on the order found in the studies discussed here, that is, I do not recommend teaching ing early and the third person singular /s/ late. We will, in fact, find reason to reject grammatical sequencing in all cases where our goal is language acquisition. We will deal with this later, however, after we have finished laying the theoretical groundwork.

(a) Transitional forms

Studies supporting the natural order hypothesis show only the order in which mature, or well-formed structures emerge. Other studies reveal the path acquirers take en route to mastery. (For a review, see Dulay, Burt, and Krashen, in press. Ravem, 1974; Milon, 1974; Gillis and Weber, 1976; Cancino, Rosansky, and Schumann, 1974; Wode, 1978 and Nelson, 1980 are some second language studies in this area.) There is surprising uniformity here as well--acquirers make very similar errors, termed developmental errors, while they are acquiring. For example, in acquiring English negation, many first and second language acquirers pass through a stage in which they place the negative marker outside the sentence, as in:
No Mom sharpen it. (from Klima and Bellugi's (1966)study of child L1 acquisition)and Not like it now. (from Ravem's (1974) study of childL2 acquisition)
A typical later stage is to place the negative marker between the subject and the verb, as in:
I no like this one. (Cancino et al. (1975) study of childL2 acquisition)and This no have calendar. (from Schumann's (1978a) study of adult L2 acquisition)

before reaching the correct form.

Predictable stages in the acquisition of wh-questions in English include an early stage in which the wh-word appears before the rest of the sentence, which is otherwise left in its normal uninverted form, as in:
How he can be a doctor? (Klima and Bellugi, 1966, child L1acquisition)and What she is doing? (Ravem, 1974, child L2 acquisition)

Only later do acquirers begin to invert the subject and verb of the sentence. (A detailed review can be found in Dulay et al., in press.)

Transitional forms have been described for other languages and for other structures. The stages for a given target language appear to be strikingly similar despite the first language of the acquirer (although particular first languages may influence the duration of certain stages; see Schumann, 1979). This uniformity is thought to reflect the operation of the natural language acquisition process that is part of all of us. (For a discussion of some of the current issues and controversies concerning the natural order hypothesis, see Krashen, 1981.)

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译文

尽管英语是研究最透彻的语言，却不是唯一研究过的语言。对其他语言习得顺序的研究正开始进行。布鲁斯（1979）尚未发表的论文研究的是作为外语的俄语，范·纳尔森（1981）研究的是作为外语的西班牙语，都确证了其他语言的自然顺序假说。

我们稍后再来探讨自然顺序假说对教学法的意义。这里我要指出的是，自然顺序假说的意义并不在于我们的课程要按照此处提及的研究所发现的习得顺序来安排，即我并不建议老早就教ing，晚些再教第三人称单数的s。事实上，在目标为语言习得的各种情况下，都有理由拒绝语法顺序安排。不过我们稍后再讨论此话题，我们先来完成理论基础的搭建。

转换形式

支持自然顺序假说的研究仅表明成熟的、完善结构的出现顺序。其他研究揭示的是习得者从初学到熟练中间的过程。（参见杜雷，伯特和克拉申合著，仍刊行。拉维姆1974、吉利斯和韦伯1976、坎西诺，洛桑斯基和舒曼1974、沃德1978和纳尔逊1980是这一领域的一些二语研究）。这里也有令人惊讶的一致性——习得者在习得期间所犯错误非常类似，这叫阶段性错误。例如，在英语否定式的习得过程中，许多一、二语习得者都会经历这样的阶段，他们把否定标志词放在整句之外，如：
No Mom sharpen it. （取自卡利玛和波路基1966年对儿童一语习得的研究）
Not like it now. （取自拉维姆1974年对儿童二语习得的研究）
在学会正确的形式之前，稍晚些的典型阶段是把否定标致词放在主语和动词之间，如：
I no like this one. （坎西诺等1975年对儿童二语习得的研究）
This no have calendar. （取自舒曼1978上对儿童二语习得的研究）

在英语wh-疑问句的习得过程中，可预见的阶段性错误有早期的wh疑问词放在整句最前，而整句不做任何句式变化，如：
How he can be a doctor? （卡利玛和波路基1966年对儿童一语习得的研究）
What she is doing? （拉维姆1974年对儿童二语习得的研究）

只有到了后来，习得者才开始把句子的主语和动词进行句式变换。（详细评论见杜雷等，仍刊行）

其他语言、其他结构的转换形式也有人进行过描述。特定目标语言的不同习得阶段显得令人惊异地类似，不管习得者的第一语言为何（尽管一些第一语言可能对特定阶段的时长有所影响：见舒曼1979）。这种一致性据认为反映了自然语言习得过程的运作，这种过程是我们所有人的一部分。（有关自然顺序假说的当前问题和争议的讨论，请见克拉申1981）