二語(yǔ)習(xí)得概念(共4頁(yè))

1、精選優(yōu)質(zhì)文檔-傾情為你奉上1.What is mother tongue/native language?Generally, mother tongue is the first language a child has learned from birth. Because of this, it is often called first language. In most case, a persons L1 and his mother tongue mean the same. But there is still different, for example, a child w

2、as born in a foreign country.2. what is SLA?Second language acquisition refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. The additional language is called a second la

3、nguage (L2), even though it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language, which refers to any language that is the aim or goal of learning.3. whats first language?A language which is acquired during early childhood-normally beginning before

4、 the age of about three years-and that they are learned as part of growing up among people who speak them.4. what s second language?It is typically an official or societally dominant language needed for education, employment, and other basic purpose. It is often acquired by minority group members or

5、 immigrants who speak anther language natively. In this more restricted sense, the term is contrasted with other terms in this list.5. the difference between acquisition and learning?Acquisition: picking up a second language through exposure; learning: conscious study of a language.6. multilingualis

6、m: refers to the ability to use two or more languages. Bilingualism: the ability to use two languages. Monolingualism: the ability to use only one language. Simultaneous multilingualism: refers to the acquisition of two or more languages at the same time. Sequltaneous multilingualism refer to the ac

7、quisition of two or more languages one after another.7.the motivations of adding second language at an older age. A.: invasion or conquest of ones country by speakers of another language. B: a need or desire to contact speakers of other language in economic or other specific domains. C: immigration

8、to a country where use of a language other than ones L1 is required. D: adoption of religious beliefs and practices which involve use of another language. E: a need or desire to pursue educational experiences where access requires proficiency in another language. F: a desire for occupational or soci

9、al advancement which is further by knowledge of another language. G: an interest in knowing more about peoples of other cultures and having access to their technologies literatures.8. how do you think children acquire their first language? 1) childrens natural desire to please their clotting parents

10、.2) childrens language acquisition is purposive, that they develop language because of their urge to communicate their wants and needs to the people who take care of them. 3).children learn language by imitation.9.The role of natural ability.Human are born with a natural ability or innate capacity t

11、o learn language. Such a predisposition must be assumed in order to explain several facts.1) children begin to learn their L1 at the same age, and in much the same way, whether it is English, Korean, or any other language in the world. 2) Children master the basic phonological and grammatical operat

12、ions in their L1 by the age of about five or six, as noted above, regardless of what the language is . 3)children can understand and create novel utterances: they are not limited to repeating what they have heard, and indeed the utterances that children produce are often systematically different fro

13、m those of the adults around them. 4) there is a cut-off age for L1 acquisition, beyond which it can never be complete 5)acquisition 10. the role of social experience A: not all of L1 acquisition can be attributed to innate ability, for language specific learning also plays a crucial role. B: social

14、 experience, including L1 input and interaction is thus a necessary condition for acquisition.L1 VS L2 IN THREE STAGESInitial stage :L1 :innate capacity： L2 :L1 knowledge :world knowledge interaction skillsIntermediate stage: L1 child grammar basic process; maturation: input, reciprocal interaction.

15、 L2: transfer (positive & negative) input, feedback, aptitude, motivation, instructionFinal stage: L1: native competence. L2: multilingual competence, fossilization in SLA.Positive transfer, when an L1 structure or rule is used in an L2 utterance and that use is appropriate or “correct” in the L

16、2 : Negative transfer ,when an L1 structure or rule is used in an L2 utterance and that use is inappropriate and considered an “error”.Facilitating conditions: 1) feedback including correction of L2 learners errors: 2) aptitude, including memory capacity and analytic ability: 3) motivation, or need

17、and desire to learn: 4) instruction, or explicit teaching in school settings.11.Why some linguistic believe children have the innate capacity to learn language?First of all, children often say things that adults do not . this is especially true of childrens tendency to use regular patterns to form p

18、lurals or past tense on words that would have irregular formation.Next, children use language in accordance with general universal rules of language even though they have not yet developed the cognitive ability necessary to understand these rules.Finally, patterns of childrens language development a

19、re not directly determined by the input they receive.12. The difference between internal& external focus to the study of language acquisition. 1) the internal focus seeks to account for speakers internalized, underlying knowledge of language. 2) the external focus emphasizes language use, includ

20、ing the functions of language which are realized in learners production at different stages of development.13. The nature of language.Language is a system of arbitrary vocal symbol and specific used for human communication.Languages are systematic/ symbolic/ /human specific.Languages are systematic:

21、 they consist of recurrent elements which occur in regular patterns of relationships. All languages have an infinite number of possible sentences, and the vast majority of all sentences which are used have not been memorized. They are created according to rules or principles which speakers are usual

22、ly unconscious of using- or even of knowing- if they acquired the language as a young child. Languages are symbolic: sequences of sounds or letters do not inherently possess meaning. The meanings of symbols in a language come through the tacit agreement of a group of speakers. Languages are social :

23、 each language reflects the social requirements of the society that use it, and there is no standard for judging :whether one language is more effective for communication than another, other than to estimate the success its users may have in achieving the social tasks that are demanded of them.13. C

24、ontrastive analysis. Contrastive analysis.CA is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences. It was heavily influenced by theories which were dominant in linguistics and psychol

25、ogy within the USA though the 1940s and 1950s, Structuralism and behaviorism. Error analysisError analysis (EA) is the first approach to the study of SLA which includes an internal focus on learners creative ability to construct language. it is based on the description and analysis of actual learner

26、 errors in L2, rather than on idealized linguistic structures attributed to native speakers of L1 and L2 (as in CA)14. Is EA a comprehensive and flawless theory?EA continues as a useful procedure for the study of SLA, but a number of shortcomings have been noted and should be kept in mind, these inc

27、lude:1)ambiguity in classification. It is difficult to say, for instance, if a Chinese L1 speaker who omits number and tense inflections in English L2 is doing so because of L1 influence(Chinese is not an inflectional language) or because of a universal developmental process(also present inL1 acquis

28、ition) which results in simplified or telegraphic” utterances. 2) Lack of positive data. Focus on errors alone does not necessarily provide information on what the L2 learner has acquired (although I have inferred from the examples I gave above what the Korean L1 speaker/writer has learned about Eng

29、lish auxiliary verbs and articles) further, correct uses may be overlooked. 3) Potential for avoidance. Absence of errors may result from learners avoidance of difficult structures, and this will not be revealed by EA makes the point that Chinese and Japanese they avoid using them.Shortcomings：the r

30、ationale for constructing language lessons that focus on structures which are predicted to most need attention and practice, and for sequencing the L2 structures in order of difficulty. 15.Characteristics of interlanguage Systematic; dymatio; variable; reduced system16. five hypothesis of monitor mo

31、derAcquisition-learning hypothesis; monitor hypothesis; natural order hypothesis; input ; affective filter .17. Functions of systemic linguisticsInstrumental; regulatory; interactional; personal;Heuristic imagination; representational.18. How to distinguish Acquisition and Learning?Acquisition is su

32、bconscious and involves the innate language acquisition device which accounts for childrens L1. learning is conscious and is exemplified by the L2 learning which takes place in many classroom contexts.19. Why EA become so popular? 1) the significance of learners errors 2)L2 learners errors not as “b

33、ad habits” to be eradicated 3)sources of insight into the learning processes 4)errors provide evidence of system of language 5) the strategies or procedures 6)using in “discovery of the language” 7)making of error is significant because it is part of the learning process itself.20. the produce of EA

34、 1.Collection of a sample of learner language2. Identification of errors 3. description of errors 4. Explanation of errors 5. evaluation of errors.21. Give at least two reasons that many scientists believe in some innate capacity for language.a. Children begin to learn their L1 at the same age, and in much the same way, whethe