the interface position(借口假说)Word

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　　The interface fiction(Page 234-237)Presenter: lill

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　　Questions 1. What does the interface position state? 2. In our text book, the interface position is possible to distinguish a weak and a strong interface position. How do you understand them? 3. What kinds information does figure 9.1 bring to us? 4. How well do the weak and the strong interface positions account for the results of empirical research into the effrcts of formal instruction? 5. Classroom learners have the advantage that they can augment their implicit or 'acquired' knowledge in two ways. What are they? 6. What the problem has metioned in our text book? How do you undertand it?

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　　1. What does the interface position state?(P234, Para.2)The interface position states that although the learner possesses different kinds of L2 knowledge, these are not entirely separate, with the result that 'seepage' from one knowledge type to the other occurs.

　　接口假说陈述的是尽管二语习得的学习者拥有不 同类型的知识，这种知识不是完全独立的，随着一 种知识的产生，也会渗透到另一种知识。

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　　2. In our text book, the interface position is possible to distinguish a weak and a strong interface position. How do you understand them? The weak interface positionproposed by Seliger Seliger argues that the conscious rules…( P234, Para.3)

　　The strong interface positionadvocated by Stevick, Bialystok, McLaughlin, and Sharwood-Smith Stevick develops a model of SLA...(P234, Para.4)

　　Bialystok develops a model of SLA based on two types...(P235,Para.2)McLaughlin develops 'acquired' and 'learnt' may be connected is in terms of automaticity...(P235, Para.3)

　　Sharwood-Smith argues that a full interface model to account for the role of formal instruction in SLA...(P235, Para.4)

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　　3. What kinds information does figure 9.1 bring to us?

　　A. The learners can prodece L2 putput in three ways: (1) using just implicit knowledge, (2) using just explicit knowledge, (3) using both explicit and implicit knowledge.

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　　B. The learner's own utterances constitute part of the input to the learner's language learning mechanisms; C. The other part of the input is made up by the other speaker's utterances; D. The total input provides information which can lead the learner to alter the composition of either his implicit or his explicit knowledge, or both.

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　　4. How well do the weak and the strong interface positions account for the results of empirical research into the effects of formal instruction?(P236, Para.2)The weak position can comfortably account for both the failure to find any position effect on the route of SLA and for the finding that formal instrument does influence the rate/success of development. The strong position can account for the rate/success finding, but is less comfortable with the route finding.

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　　5. Classroom learners have the advantage that they can augment their implicit or 'acquired' knowledge in two ways, what are they? (P237

　　, Para.1)(1) directly, by means of the 'intake environment' supplied by the classroom; (2) indirectly, by automatizing explicit knowledge through prctice.

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　　6. What the problem of the interface position has metioned in our text book? How do you undertand it?(P237, Para 2)It still assumes that L2 knowledge can be dichotomized as 'acquired/ learnt', or implicit/ explicit. It also accepts Krashen's view that 'acquired' knowledge is in some way primary and 'learnt' knowledge secondary. The kind of knowledge which the learner internalizes depends on the nature of the interactional context, also L2 performance is variable. The kind of knowledge which is employed by the learner depends on the nature of the task. Arguably this perspective is part of the interface position, but it is not highly articulated.