二语习得引论读书笔记chapter3Word文档格式.docx

二语习得引论读书笔记chapter3Word文档格式.docx

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（BasedonidealizedlinguisticstructuresattributedtonativespeakersofL1andL2）

3）.influencedbyStructuralismandBehaviorism.

4）.GoalofCAwasprimarilypedagogicalinnature:

toincreaseefficiencyinL2teachingandtesting.

5）.Process:

♦DescribingL1andL2atdifferentlevel

♦Analyzingcomparablesegmentofthelanguageforelementsthatmaycauseproblemsforlearners（interference）

Typesofinterference

Examples

sameformandmeaning;

differentdistribution

laspalomasblancas（Spanish）

thewhitedoves

samemeaning;

differentform

kitties

小猫们

differentformanddistribution

water（n.v.）

水（名）

differentform;

partialoverlapinmeaning

leg

腿，蹄，下肢

similarform;

differentmeaning

asistir（Spanish“toattend”）

assist（English“tohelp”）

6）.Assessment:

♦Cannotexplainthelogicalproblemoflanguagelearning（howlearnersknowmorethanthey’veheardandbeentaught）

♦Notalwaysvalidatedbyevidencefromactuallearnererrors.

♦Stimulatedthepreparationofcomparativegrammar

♦Itsanalyticprocedureshavebeenusefullyappliedtodescriptivestudiesandtotranslation

2.Erroranalysis（EA）

1）.EA:

thefirstapproachtothestudyofSLAwhichincludesaninternalfocusonlearner’screativeabilitytoconstructlanguage.

（basedonthedescriptionandanalysisofactuallearnererrorsinL2）

2）.CA→EA

♦PredictionsbyCAnotalwayscorrect;

manyreallearnererrorsarenottransferredfromL1

♦Focusonsurface-levelformsandpatterns→underlyingrules

♦Behaviorism→mentalism（emphasisontheinnatecapacity）

♦Teachingconcernsasmotivation↓

3）.Proceduresforanalyzinglearnererrors:

♦Collectionofasampleoflearnerlanguage

♦Identificationoferrors

♦Descriptionoferrors

♦Explanationoferrors

♦Evaluationoferrors

4）.Shortcomings

♦Ambiguityinclassification

♦Lackofpositivedata

♦Potentialforavoidance

3.Interlanguage（IL）

1）.ILreferstotheintermediatestates（interimgrammars）ofalearner’slanguageasitmovestowardthetargetL2.

2）.Characteristics:

♦Systematic

♦Dynamic

♦Variable

♦Reducedsystem,bothinformandfunction

3）.DifferencesbetweenSLAandL1acquisitionbychildren

♦LanguagetransferfromL1toL2

♦Transferoftraining,orhowtheL2istaught

♦Strategiesof2ndlanguagelearning

♦Overgeneralizationofthetargetlanguagelinguisticmaterials

4）.L1asfossilizationforL2learners:

♦Fossilization:

theprobabilitythatthey’llceasetheirILdevelopmentinsomerespectsbeforetheyreachtargetlanguagenorms,inspiteofcontinuingL2inputandpassagetime.

♦Relatesto:

theageoflearning;

socialidentity;

communicativeneed.

4.Morphemeorderstudies

1）.Refersto：

animportantQinthestudyofSLA,whetherthereisanaturalorder（oruniversalsequence）inthegrammaticaldevelopmentofL2learners.

2）.Inflection:

itaddsoneormoreunitsofmeaningtothebaseformofaword,togiveitamorespecificmeaning.（pluralnouns,pasttenseetc.）

3）.TheorderofmorphemeacquisitionreportedwassimilarinL1andL2

ItsupportsanIdentityHypothesis（L1=L2）:

thatprocessesinvolvedinL1andL2acquisitionarethesame.

4）.TheconceptofnaturalorderremainsveryimportantforunderstandingSLA.（bothfromlinguisticandcognitiveapproaches）

5.Monitormodel

1）.OneofthelastoftheearlyapproacheswhichhasaninternalfocusintheMonitorModel.（StephenKrashen）

2）.Itexplicitlyandessentiallyadoptsthenotionofalanguageacquisitiondevice（LAD）（Chomskyusedforchildren’sinnateknowledgeoflanguage）

3）.Krashen’sapproach:

5hypotheses

6.Consensus:

1）.WhatisbeingacquiredinSLAisa“rule0governed”languagesystems

2）.HowSLAtakeplaceinvolvescreativementalprocesses.

3）.Whysomelearnersaremore（less）successfulinSLAthanothersrelatesprimarilytotheageofthelearner.

Ⅲ.UniversalGrammar（UG）

1.UG（Chomsky）:

whatalllanguageshaveincommon.

1）.Twoimportantconcepts

♦linguisticcompetence（speaker-hearers’underlyingknowledgeoflanguage）needstobeaccountedforLA

♦suchknowledgeoflanguage>

whatcouldbelearnedfromtheinput.（thelogicproblemoflanguagelearning/thepoverty-of-thestimulusargument）

2）.Thenatureofspeaker-hearers’competenceinnativelanguagecanbeexplainedonlybyinnateknowledgethathumangeneticallyendowedwith.

3）.Theinnateknowledgeisinthelanguagefac