第二語言習(xí)得概論考研復(fù)習(xí)

1、 1. SLA (Second language acquisition)is the process by whicha languageother than the mother tongue is learnt in a natural setting or in aclassroom. 2. Acquisition vs. Learning (Krashen1982)AcquisitionLearningimplicit, subconsciousexplicit, consciousinformal situationsformal situationsuses grammatica

2、l 'feel'uses grammatical rulesdepends on attitudedepends on aptitudestable order of acquisitionsimple to complex order oflearningAcquisitionreferstothe learning of a language unconsciously undernatural settings where learners pay attention only to the meanings orcontents rather than forms or

3、 grammars.Learning refers tothelearningof a language consciously under educationalsettings where learners mainly pay attention to forms or grammars.3. Factors affecting SLASocial factors (external factors)Learner factors (internal factors)Social factors (external factors)Social contextLanguage polic

4、y and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widelyaccepted among educatorsand nationalleadersthatproficiencyin anotherlanguage is an indispensable quality of educated peopleLearner factors (internal factors)Motivation， Age ， Learn

5、ing strategy4.Behaviorist learning theoryBehaviorist learning theory is a general theory of learning (i.e. itapplies to all kinds of learning, not just language learning).It views learningas theformation of habits.The associationofparticular responsewitha particular stimulus constituteda habit.Itfor

6、med when a particularstimulusbecame regularlylinkedwith a particularresponse.When applied to SLA,the process of second language acquisition isaisregarded as a process of habit formation.5. The causes of errors according to behaviorismDifferencesbetweenthefirstandsecondlanguagecreatelearningdifficult

7、y which results in errors.Behaviorist learning theory predicts that transfer will take place fromthe first to the second language.Transferwill be negative when there isproactive inhibition. In this case errors will result.Errors,accordingto behavioristtheory,were the resultof non-learning,rather tha

8、n wrong learning.The means used to predictpotentialerrorsby behaviorists isContrastiveAnalysis.6. StructuralismLanguage was viewed asa coded systemconsisting of structurally relatedelements (phonemes, morphemes, words, structures and sentence patterns)7. What is contrastive analysis (CA)?Contrastive

9、 analysis is an inductive investigative approach based on thedistinctive elements in a language. It involves the comparison of two ormore languages or subsystems of languages in order to determine both the differences and similarities between them. It could also be done withinone language. Contrasti

10、ve analysis can be both theoretical and appliedaccording to varied purposes.8. Contrastive Analysis Hypothesis (CAH)Contrastive analysis is a way of comparing languages determine potential errors for the ultimate purpose of isolatinginorder to what needsto be learned and what does not need to be lea

11、rned in an L2 situation.According to CAH, L2 errors are result of differences between thelearner s first language and the target language. The strong form of thehypothesis claims that these differences can be used to predict that will occur. The weak form of the hypothesis claimsall thaterrorsthesed

12、ifferences can be used to identify some out of the total errors thatactually arise.9. difference vs difficulty“Difference ”isalinguisticconcept,whereas“difficulty”isapsychologicalconcept.Therefore,the levelof learningdifficultycannotbe inferred directly from the degree of difference between two lang

13、uagesystems.10. Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign languagelearners (Longman Dictionary of Applied Linguistics, p.96).Itinvolvescollectingsamples of learnerlanguage,identifyingthe errorsin these samples, describing these errors, classifyi

14、ng them according totheir hypothesized causes, and evaluating theirs seriousness.11. Interlingualerror:deviatedforms resultingfrom the interferenceofones L1 , or the negative transfer of ones mother tongue.Intralingual error:deviated forms in learner language that reflectlearners transitionalcompete

15、nceand whicharetheresultsofsuchlearning process as overgeneralization. confusion of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Strategies in L2 learning5. Strategies of L2 communicatione.g. The two students changed eyes and eyebrows in class.1

16、3. Types of learner strategyLearningstrategy,Productionstrategy表 達(dá) 策 略Communicationstrategy:Communicationstrategiesare employed when learnersare faced with thetask of communicatingmeanings forwhich they lack the requisitelinguisticknowledge. Typical communication strategies are paraphrase and mime.1

17、4. Classifications of learning strategy(Cohen 2006)(2) By function:Metacognitive; Cognitive; Socio-affective(3)By skill:listening,speaking,reading,writing,vocabulary,ortranslation strategies.15. Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about thelearning

18、 process, monitoring of ones production or comprehension, andevaluating learning after an activity is completed.16. Cognitive strategiesCognitive strategies refer to the steps or operations used in learning orproblem-solvingthatrequiredirectanalysis,transformation,or synthesisof learning material.Re

19、petition,Resourcing,Directedphysicalresponse,Translation,Grouping,Note-taking , Deduction Recombination, Imagery, Auditory representation,Key word, Contextualization, Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors:group dynamics;attitudes tothe teacher and course

20、materials;learning techniquesGeneral factors:age; aptitude;cognitive style; motivation; personality18. MotivationIntegrativemotivation融合型動(dòng)機(jī) is present in learnerswho identifywiththe target culture, would like to resemble members of the target cultureand who would like to participate in the target cu

21、lture. It is assumed tobe based in the personality of the learner.Instrumentalorientation工 具 型動(dòng) 機(jī) referstothosecaseswherethelearners areinterestedinlearningthe languageforthe possiblebenefits,that is, the learner s goal is functional.Resultativemotivation:因 果 性動(dòng) 機(jī) Learners motivationisstronglyaffect

22、ed by their achievement.Intrinsic motivation:內(nèi)在興趣動(dòng)機(jī) Motivation as intrinsic interest.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + attitudesTask motivation:the interest feltby the learnerin performingdifferentlearning tasks. 19. DefinitioninterlanguageIn

23、terlanguageistheapproximatelanguagesystemthatthelearnerconstructs for use in communication through the target language. (LarrySelinker)It is independent of both the learner s first language and the targetlanguage.It suggeststhat learners language is between L1 AND L2 and that it isa continuum along

24、which all learners traverse. 20. Definition of fossilizationFossilization refers to the state in which the second language learnersstoptolearningwhen theirinternalizedrulesystemcontainsrulesdifferentfrom the targetlanguage.That is to say, the interlanguagestopsevolving towards the TL.21. Classificat

25、ion of fossilizationTemporaryfossilization:thephenomenon isalterableundercertainconditions.Permanent fossilizationThismeans the learne r s language stops evolvingfor ever.Because stablestageisnotrealfossilization,sothereisnorealpermanentfossilization.22. Causes of fossilizationInternal:Motivation;Co

26、mmunicativeneeds;AcquisitiondeviceExternal: Communicative pressureLack of learning opportunitiesFeedback:positive cognitive feedbacks cause fossilization ;(e.g.“Oh,I see ”)negative feedbacks help to prevent fossilization.(e.g.“I dont understand you”) 23.Definition of UGCook(1985) summarizing the Cho

27、mskyan position, definesuniversalgrammar as the properties inherent in the human mind grammar consists of a set of general principles that. Universalapplyto alllanguagerather than a set of particular rules.24. MarkednessMarkedness refers to the idea that some linguistic structures arespecial or less

28、 natural or less basic than others.Linguistsworkingin the Chomskyan school suggest thatlinguisticrulescan either be part of the core grammar (i.e. the universal rules) or bepart of the periphery.Core rulesare consideredto be unmarked and thereforeeasilyacquired.Peripheryrolesare consideredto be and

29、thereforedifferentto learn.25. Krashens Monitor ModelKrashen smonitormodelmainlyconsistsofthefollowingfivehypothses:(1) Acquisition-Learning Hypothesis:thereare two kindsof ways of learninga second language ,i.e.,acquisitionand learning.(2) Natural Order Hypothesis:SLA follows a universal route that

30、 is not influenced by factors suchas the learners firstlanguage,age, and the context(classroomor naturalsetting).Implications:Errorsare developmentaland are a naturalbyproductof learning toleratethem.Allow learners to make errors and do not correct them(3) The Input Hypothesis cItlaimsamove alongthe

31、developmentalcontinuumbyreceivingcomprehensible input.We acquire , only when we understand the structure that is“a littlebeyond” where we are nowComprehensibleinputis definedas L2 inputjustbeyond the Learner scurrentL2 competence, in terms of itssyntacticcomplexity.Ifa learner scurrent competence is

32、 i then comprehensible input is i+1. Input which iseither too simple (i) or too complex(i+2/3/4) will not be useful foracquisition.(4) The affective filter hypothesisSLA is affectedby factorslikeMotivation, Self-confidence,Anxietyandso on.Learnerswho sufferfromanxietyorlackofmotivationornegativeatti

33、tude somehow switch offtheir comprehension mechanismsand so even ifthey are provided comprehensible input, they will not be able to processthe input. Therefore a low affective filter is important.(5) Monitor hypothesisBoth language learnersand nativespeakers typicallytryto correctanyerrors in what t

34、hey have just said. This is referred to as monitoring.Krashen uses the term Monitoring(witha bigM) to referto the way thelearner used learnt knowledge to improve utterances produced by means ofacquired knowledge.26. language transferLanguage transferis the influenceresultingfrom the similaritiesandd

35、ifferences between the target language and any other language that hasbeen previously( and perhaps imperfectly ) acquired. 27. LAD (language acquisition device)The LAD is a system of principles that children are born with that helpsthem learn language, and accounts for the order in which children le

36、arnstructures, and the mistakes they make as they learn. 28. critical age period hypothesisIt claims that there a period when language acquisition can take placenaturallyand effortlessly,but aftera certainage the brainisno longerable to process language input in this. Researchers differ over when th

37、ecritical period comes to an end. 29. field independent vs. field independentLearnersaredifferentinthewaysofreceiving,conceptualizing,organizing, and recalling information.Fielddependents operateholistically(i.e.they see the fieldas a whole),Whereas field independents operate analytically (i.e. they

38、 see the fieldin terms of its component parts). 30. input vs. intakeInput refers to the language learners are exposed to.It serves as thedata which learnersmust use to determinethe rulesof the targetlanguage.However, not all available input is processed by the learner, eitherbecause some of it isnot

39、 understoodor because some of itis notattendedto.That part of input that is processed, assimilated and fed into theinterlanguage system is referred to as intake. 31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learner s beliefs about factors such as thetargetlanguage culture,theirow

40、n culture,theirteacherand the learningtasks they are given.Aptitude refers to the specific ability a learner has for learning asecond language.Intelligencerefersto the generalabilityto master academic skills.32. competence vs. performanceWhenlearnersacquirea L2,theyinternalizeruleswhicharethenorgani

41、zed into a system. This constitutes their competence.The actual use of this system to comprehend and produce utterances isreferred to as performance.33. OvergeneralizationIt refers to the extension of some general rule to items not coveredby this rule in the target language.34. foreigner talk vs. te

42、acher talkWhen native speakers address learners, they make adjustments in bothlanguage form and language function to facilitate understanding. Theseadjustments are referred to as foreigner talk.Whenteachersaddress learners,they make adjustmentsin both languageform and language functionto facilitateunderstanding.These adjustmentsare referred to as foreigner talk.35. formulaic speech vs. patternsFormulaicspeechconsistsofexpressionswhichare