第二語言習(xí)得概論考研復(fù)習(xí)

1、第二語言習(xí)得概論考研復(fù)習(xí)第二語言習(xí)得概論考研復(fù)習(xí)第二語言習(xí)得概論考研復(fù)習(xí)1.SLA(Secondlanguageacquisition)istheprocessbywhichalanguageotherthanthemothertongueislearntinanaturalsettingorinaclassroom.2.Acquisitionvs.Learning(Krashen1982)AcquisitionLearningimplicit,subconsciousexplicit,consciousinformalsituationsformalsituationsusesgrammat

2、icalfeelusesgrammaticalrulesdependsonattitudedependsonaptitudestableorderofacquisitionsimpletocomplexorderoflearningAcquisitionreferstothelearningofalanguageunconsciouslyundernaturalsettingswherelearnerspayattentiononlytothemeaningsorcontentsratherthanformsorgrammars.Learningreferstothelearningofala

3、nguageconsciouslyundereducationalsettingswherelearnersmainlypayattentiontoformsorgrammars.3.FactorsaffectingSLASocialfactors(externalfactors)Learnerfactors(internalfactors)Socialfactors(externalfactors)SocialcontextLanguagepolicyandtheattitudeofthepublicsector;SocialdemandWiththetrendofglobalization

4、oftheworldeconomy,itiswidelyacceptedamongeducatorsandnationalleadersthatproficiencyinanotherlanguageisanindispensablequalityofeducatedpeopleLearnerfactors(internalfactors)Motivation，Age，Learningstrategy4.BehavioristlearningtheoryBehavioristlearningtheoryisageneraltheoryoflearning.itappliestoallkinds

5、oflearning,notjustlanguagelearning).Itviewslearningastheformationofhabits.Theassociationofaparticularresponsewithaparticularstimulusconstitutedahabit.Itisformedwhenaparticularstimulusbecameregularlylinkedwithaparticularresponse.WhenappliedtoSLA,theprocessofsecondlanguageacquisitionisregardedasaproce

6、ssofhabitformation.ThecausesoferrorsaccordingtobehaviorismDifferencesbetweenthefirstandsecondlanguagecreatelearningdifficultywhichresultsinerrors.Behavioristlearningtheorypredictsthattransferwilltakeplacefromthefirsttothesecondlanguage.Transferwillbenegativewhenthereisproactiveinhibition.Inthiscasee

7、rrorswillresult.Errors,accordingtobehavioristtheory,weretheresultofnon-learning,ratherthanwronglearning.ThemeansusedtopredictpotentialerrorsbybehavioristsisContrastiveAnalysis.6.StructuralismLanguagewasviewedasacodedsystemconsistingofstructurallyrelatedelements(phonemes,morphemes,words,structuresand

8、sentencepatterns)Whatiscontrastiveanalysis(CA)Contrastiveanalysisisaninductiveinvestigativeapproachbasedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonoftwoormorelanguagesorsubsystemsoflanguagesinordertodetermineboththedifferencesandsimilaritiesbetweenthem.Itcouldalsobedonewithinonelangu

9、age.Contrastiveanalysiscanbeboththeoreticalandappliedaccordingtovariedpurposes.ContrastiveAnalysisHypothesis(CAH)ContrastiveanalysisisawayofcomparinglanguagesinordertodeterminepotentialerrorsfortheultimatepurposeofisolatingwhatneedstobelearnedandwhatdoesnotneedtobelearnedinanL2situation.AccordingtoC

10、AH,L2errorsareresultofdifferencesbetweenthelearnersfirstlanguageandthetargetlanguage.Thestrongformofthehypothesisclaimsthatthesedifferencescanbeusedtopredictallerrorsthatwilloccur.Theweakformofthehypothesisclaimsthatthesedifferencescanbeusedtoidentifysomeoutofthetotalerrorsthatactuallyarise.vsdiffic

11、ulty“Difference”isalinguisticconcept,whereas“difficulty”isapsychologicalconcept.Therefore,theleveloflearningdifficultycannotbeinferreddirectlyfromthedegreeofdifferencebetweentwolanguagesystems.DefinitionofErroranalysis(EA)thestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners(LongmanDi

12、ctionaryofAppliedLinguistics,.Itinvolvescollectingsamplesoflearnerlanguage,identifyingtheerrorsinthesesamples,describingtheseerrors,classifyingthemaccordingtotheirhypothesizedcauses,andevaluatingtheirsseriousness.11.Interlingualerror:deviatedformsresultingfromtheinterferenceofone,orthesL1negativetra

13、nsferofonesmothertongue.Intralingualerror:deviatedformsinlearnerlanguagethatreflectlearnerstransitionalcompetenceandwhicharetheresultsofsuchlearningprocessasovergeneralization.confusionofL2rulesFactorscausingerrorsLanguagetransferOvergeneralizationLearnerdifferences3.StrategiesinL2learning5.Strategi

14、esofL2communication.Thetwostudentschangedeyesandeyebrowsinclass.TypesoflearnerstrategyLearningstrategy,Productionstrategy表達策略Communicationstrategy:Communicationstrategiesareemployedwhenlearnersarefacedwiththetaskofcommunicatingmeaningsforwhichtheylacktherequisitelinguisticknowledge.Typicalcommunicat

15、ionstrategiesareparaphraseandmime.Classificationsoflearningstrategy(Cohen2006)(2)Byfunction:Metacognitive;Cognitive;Socio-affective(3)Byskill:listening,speaking,reading,writing,vocabulary,ortranslationstrategies.Meta-cognitivestrategiesMeta-cognitivestrategyistheplanningforlearning,thinkingaboutthel

16、earningprocess,monitoringofonesproductionorcomprehension,andevaluatinglearningafteranactivityiscompleted.CognitivestrategiesCognitivestrategiesrefertothestepsoroperationsusedinlearningorproblem-solvingthatrequiredirectanalysis,transformation,orsynthesisoflearningmaterial.Repetition,Resourcing,Direct

17、edphysicalresponse,Translation,Grouping,Note-taking,DeductionRecombination,Imagery,Auditoryrepresentation,Keyword,Contextualization,Elaboration,Transfer,InferencingIndividuallearnervariablesPersonalfactors:groupdynamics;attitudestotheteacherandcoursematerials;learningtechniquesGeneralfactors:age;apt

18、itude;cognitivestyle;motivation;personality18.MotivationIntegrativemotivation交融型動機ispresentinlearnerswhoidentifywiththetargetculture,wouldliketoresemblemembersofthetargetcultureandwhowouldliketoparticipateinthetargetculture.Itisassumedtobebasedinthepersonalityofthelearner.Instrumentalorientation工具型動

19、機referstothosecaseswherethelearnersareinterestedinlearningthelanguageforthepossiblebenefits,thatis,thelearnersgoalisfunctional.Resultativemotivation:因果性動機Learnersmotivationisstronglyaffectedbytheirachievement.Intrinsicmotivation:內(nèi)在興趣動機Motivationasintrinsicinterest.Motivationasamulti-componentialcons

20、truct:Motivation=effort+desiretoachievegoal+attitudesTaskmotivation:theinterestfeltbythelearnerinperformingdifferentlearningtasks.19.DefinitioninterlanguageInterlanguageistheapproximatelanguagesystemthatthelearnerconstructsforuseincommunicationthroughthetargetlanguage.(LarrySelinker)Itisindependento

21、fboththelearnersfirstlanguageandthetargetlanguage.ItsuggeststhatlearnerslanguageisbetweenL1ANDL2andthatitisacontinuumalongwhichalllearnerstraverse.offossilizationFossilizationreferstothestateinwhichthesecondlanguagelearnersstoptolearningwhentheirinternalizedrulesystemcontainsrulesdifferentfromthetar

22、getlanguage.Thatistosay,theinterlanguagestopsevolvingtowardstheTL.ClassificationoffossilizationTemporaryfossilization:thephenomenonisalterableundercertainconditions.PermanentfossilizationThismeansthelearnerlanguagesstopsevolvingforever.Becausestablestageisnotrealfossilization,sothereisnorealpermanen

23、tfossilization.CausesoffossilizationInternal:Motivation;Communicativeneeds;AcquisitiondeviceExternal:CommunicativepressureLackoflearningopportunitiesFeedback:positivecognitivefeedbackscausefossilization;.“Oh,Isee”)negativefeedbackshelptopreventfossilization.“Idontunderstandyou”)23.DefinitionofUGCook

24、(1985)summarizingtheChomskyanposition,definesuniversalgrammarasthepropertiesinherentinthehumanmind.Universalgrammarconsistsofasetofgeneralprinciplesthatapplytoalllanguageratherthanasetofparticularrules.24.MarkednessMarkednessreferstotheideathatsomelinguisticstructuresarespecialorlesslessbasicthanoth

25、ers.LinguistsworkingintheChomskyanschoolsuggestthatlinguisticrulescaneitherbepartofthecoregrammar.theuniversalrules)orbepartoftheperiphery.Corerulesareconsideredtobeunmarkedandthereforeeasilyacquired.Peripheryrolesareconsideredtobeandthereforedifferenttolearn.KrashenMonitorsModelKrashensmonitormodel

26、mainlyconsistsofthefollowingfivehypothses:(1)Acquisition-LearningHypothesis:therearetwokindsofwaysoflearningasecondlanguage,.,acquisitionandlearning.(2)NaturalOrderHypothesis:SLAfollowsauniversalroutethatisnotinfluencedbyfactorssuchasthelearnersfirstlanguage,age,andthecontext(classroomornaturalsetti

27、ng).Implications:Errorsaredevelopmentalandareanaturalbyproductoflearningtoleratethem.Allowlearnerstomakeerrorsanddonotcorrectthem(3)TheInputHypothesiscItlaimsamovealongthedevelopmentalcontinuumbyreceivingcomprehensibleinput.Weacquire,onlywhenweunderstandthestructurethatis“alittlebeyond”wherewearenow

28、ComprehensibleinputisdefinedasL2inputjustbeyondtheLearnerscurrentL2competence,intermsofitssyntacticcomplexity.Ifalearnercurrentscompetenceisithencomprehensibleinputisi+1.Inputwhichiseithertoosimple(i)ortoocomplex(i+2/3/4)willnotbeusefulforacquisition.(4)TheaffectivefilterhypothesisSLAisaffectedbyfac

29、torslikeMotivation,Self-confidence,Anxietyandsoon.Learnerswhosufferfromanxietyorlackofmotivationornegativeattitudesomehowswitchofftheircomprehensionmechanismsandsoeveniftheyareprovidedcomprehensibleinput,theywillnotbeabletoprocesstheinput.Thereforealowaffectivefilterisimportant.(5)MonitorhypothesisB

30、othlanguagelearnersandnativespeakerstypicallytrytocorrectanyerrorsinwhattheyhavejustsaid.Thisisreferredtoasmonitoring.KrashenusesthetermMonitoring(withabigM)torefertothewaythelearnerusedlearntknowledgetoimproveutterancesproducedbymeansofacquiredknowledge.26.languagetransferLanguagetransferistheinflu

31、enceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired.27.LAD(languageacquisitiondevice)TheLADisasystemofprinciplesthatchildrenarebornwiththathelpsthemlearnlanguage,andaccountsfortheorderinwhichchildrenlearnstruct

32、ures,andthemistakestheymakeastheylearn.28.criticalageperiodhypothesisItclaimsthatthereaperiodwhenlanguageacquisitioncantakeplacenaturallyandeffortlessly,butafteracertainagethebrainisnolongerabletoprocesslanguageinputinthis.Researchersdifferoverwhenthecriticalperiodcomestoanend.29.fieldindependentvs.

33、fieldindependentLearnersaredifferentinthewaysofreceiving,conceptualizing,organizing,andrecallinginformation.Fielddependentsoperateholistically.theyseethefieldasawhole),Whereasfieldindependentsoperateanalytically.theyseethefieldintermsofitscomponentparts).30.akeInputreferstothelanguagelearnersareexpo

34、sedservesasthedatawhichlearnersmustusetodeterminetherulesofthetargetlanguage.However,notallavailableinputisprocessedbythelearner,eitherbecausesomeofitisnotunderstoodorbecausesomeofitisnotattendedto.Thatpartofinputthatisprocessed,elligenceAttitudesrefertothelearnersbeliefsaboutfactorssuchasthetargetl

35、anguageculture,theirownculture,theirteacherandthelearningtaskstheyaregiven.Aptitudereferstothespecificabilityalearnerhasforlearningasecondlanguage.Ipetencevs.performanceWhenlearnersacquireaL2,theyinternalizeruleswhicharethenorganizedintoasystem.Thisconstitutestheircompetence.Theactualuseofthissystem

36、tocomprehendandproduceutterancesisreferredtoasperformance.33.OvergeneralizationItreferstotheextensionofsomegeneralruletoitemsnotcoveredbythisruleinthetargetlanguage.34.foreignertalkvs.teachertalkWhennativespeakersaddresslearners,theymakeadjustmentsinbothlanguageformandlanguagefunctiontofacilitateunderstanding.Theseadjustmentsarereferredtoasforeignertalk.Whenteachersaddresslearners,theymakeadjustmentsinbothlanguageformandlanguagefunctiontofacilitateunderstanding.Theseadjustmentsarereferredtoasforeignertalk.formulaicspeechvs.patternsFormulaicspeechconsistsofexpres