“学习者语言”是个什么概念？（上） - 英语教学法原著选读111（有奖练习 签到）

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以下英文原文取自上海外语教育出版社引进出版、授权转载的“外语教学法丛书”之九《语言学习机制》第四章“Learner Language（学习者语言）”：

以下在线视频，建议全屏播放，能够看得更清楚。

原文（作者：Lightbown & Spada）

译文（翻译：Liz，审校：武太白）

Heading: 

The Concept of Learner Language

学习者语言的概念

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.

在第一章我们已经了解到，儿童并非简单地通过模仿和练习来学习语言。相反，他们造出与他们所听到的语句不同的句子。这些语句似乎是基于跟他们所听到的语言进行互动的某些内部过程和知识而造出来的，这使得他们能够逐渐发现成人语言的复杂性。对儿童早期语言的最佳描述是，它一个具有过渡构造的发展中系统，而不是简单地对成人语言进行不完美的模仿。

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，我们还了解到儿童对语法体系的认知是以可预测的顺序建构起来的。例如，一些语法词素，如现在进行时的-ing，或一般过去时的-ed，都不是同时、而是按照顺序习得的。此外，特定语法特征的习得对于不同环境中的儿童来说也遵循着类似的规律。随着儿童继续听到并使用这些语言，他们能够不断修正自己的语言系统，从而渐渐地朝成人语言系统发展。

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，二语学习是怎样的？和母语学习相似吗？二语学习者形成语言系统的方式与母语学习者基本相同吗？对于那些主要是在课堂上接触外语的人而言，教学对他们的语言习得又有怎样的影响？

https://v.qq.com/txp/iframe/player.html?vid=w0522403hw3&width=500&height=375&auto=0

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，绝大多数人都认为二语学习者的语言只是目标语言的一种不正确版本。人们相信这些学习者的错误主要是从母语迁移的结果。对比分析是区别母语和第二语言不同之处的基础，并且用来预测一些潜在的错误。例如，有人会预测，讲法语的人可能将“寒冷”表达为“I have cold”，因为这是法语中“我感到冷”的直译。事实上，在学习者语言中的确会出现一些这种类型的错误。

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，正如我们在第二章中所见，并不是二语学习者所犯的所有错误都能够从母语迁移这唯一的角度做出合理解释。多项研究表明，许多错误能够从语言学习者试图探索所学语言结构的角度来解释，而不是从试图迁移母语的角度来解释。此外，一些错误与年幼的母语初学者所犯的错误明显相似。例如，英语学习中，在不规则动词后面加“ed”表示过去时（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，已经观察到错误不总是双向的。传统的对比分析理论会预测说，只要有差异存在，错误会是双向的，也就是说，讲法语的人学习英语、讲英语的人学习法语，会犯具有平行语言特征的错误。为了说明这一点，我们来看看法语和英语的一个不同之处以及这将如何导致错误。

https://v.qq.com/txp/iframe/player.html?vid=o0522v7phx5&width=500&height=375&auto=0

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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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