英语教学法原著选读16 二语习得监控假说 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”第三个假说，武太白翻译。

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(a) Individual variation in Monitor use

Some of the individual variation we see in adult second language acquisition and performance can be accounted for in terms of differential use of the conscious Monitor. Studies of case histories suggest that there may be three basic types of performer (Krashen, 1978; Stafford and Covitt, 1978; Kounin and Krashen, 1978).

(i) Monitor Over-users. These are people who attempt to Monitor all the time, performers who are constantly checking their output with their conscious knowledge of the second language. As a result, such performers may speak hesitantly, often self-correct in the middle of utterances, and are so concerned with correctness that they cannot speak with any real fluency. There may be two different causes for over-use of the grammar. Over-use may first of all derive from the performer's history of exposure to the second language. Many people, victims of grammar-only type of instruction, have simply not had the chance to acquire much of the second language, and may have no choice but to be dependent on learning. Another type may be related to personality. These overusers have had a chance to acquire, and may actually have acquired a great deal of the second language. They simply do not trust this acquired competence and only feel secure when they refer to their Monitor "just to be sure".

(ii) Monitor under-users. These are performers who have not learned, or if they have learned, prefer not to use their conscious knowledge, even when conditions allow it. Under-users are typically uninfluenced by error correction, can self-correct only by using a "feel" for correctness (e.g. "it sounds right"), and rely completely on the acquired system.

Stafford and Covitt (1978) note that some under-users pay "lip service" to the value of conscious grammar. Their subject "I" felt that people need conscious rules to speak "correctly", and that "grammar is the key to every language". "I" himself, however, hardly used conscious rules at all, in speech or writing.

(iii) The optimal Monitor user. Our pedagogical goal is to produce optimal users, performers who use the Monitor when it is appropriate and when it does not interfere with communication. Many optimal users will not use grammar in ordinary conversation, where it might interfere. (Some very skilled performers, such as some professional linguists and language teachers, might be able to get away with using considerable amounts of conscious knowledge in conversation, e.g. Rivers, 1979, but this is very unusual. We might consider these people "super Monitor users", after Yorio, 1978.) In writing, and in planned speech, however, when there is time, optimal users will typically make whatever corrections they can to raise the accuracy of their output (see, for example, Krashen and Pon, 1975).

Optimal Monitor users can therefore use their learned competence as a supplement to their acquired competence. Some optimal users who have not completely acquired their second language, who make small and occasional errors in speech, can use their conscious grammar so successfully that they can often produce the illusion of being native in their writing. (This does not imply that conscious learning can entirely make up for incomplete acquisition. Some unacquired rules will be learnable and others not. The optimal user is able to fill part of the gap with conscious learning, but not all of it.

（a）监控使用的个体差异

我们在二语习得中所见的个体差异可以用有意识监控的差异使用来解释。对案例历史的研究表明有三个基本的表现类型。

（i）监控过度型：试图全程使用监控的人属于此类型，他们一直使用第二语言的有意识学得来检查输出。结果是，他们说起话来可能显得吞吞吐吐，经常在话语半途自我修正，并且，由于对正确性如此在意，以至于完全无法流利沟通。监控过度可能有两种不同的起因。首先可能是源自运用者的语言接触史。许多人是纯语法教学法的受害者，就是没有机会习得什么二语，可能也不得不依靠学得。另一种类型可能与个性相关。这些过度监控者有机会习得，可能也的确习得了大量的二语内容。他们就是不信任这种习得的能力，只有在监控一下“确保无误”的情况下才感到安全可靠。

（ii）监控不足型：没有学会，或者说学会了但选择不用有意识学得的人，即便条件允许。监控不足者的典型表现是不受错误纠正的影响，只能以对语言正确性的“感觉”进行自我纠正（即“听起来对”就行），完全依赖习得系统。

斯塔福德和柯维特（1978）指出，一些监控不足者对有意识学得语法仅仅是“口头重视”。他们话语中的主角“我”感觉到人们需要有意识的规则才能“正确地”讲话，“语法是每种语言的关键”。然而，他们的“我”本人却几乎完全不用这样的规则，口头书面都一样。

（iii）最优监控：我们的教学目标是养成最优监控者，即在恰当的、不妨碍沟通的时候使用监控。许多最优监控者不再日常对话中使用语法监控，因为此时可能干扰沟通。（一些技巧高超的使用者，如专业的语言学家和语言教师，可能在对话中使用相当量的有意识学得也没问题，但这毕竟少见。我们可以把这些人认为是“超级监控”）然而，在有时间的时候，如在写作和按计划发言中，最优监控者一般都会尽力改正，以提高输出的准确性。

因而，最优监控使用他们学得的能力，作为习得系统的补充。一些最优监控者并没有完全习得第二语言，在言语中偶尔会犯些小错误，能够成功地使用他们的语法知识，从而造成他们是母语者的假象。（这并不意味着有意识学得能够完全弥补习得不足的问题。一些未习得的规则是能够学得的，而另一些就不行。最优监控者能够用有意识学得填补部分缺陷，却不能完全补足之。