第二语言习得复习Word格式.docx

第二语言习得复习Word格式.docx

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1.Itsscopeandprinciplesofenquiry,

2.Itsbasicconcernsandkeyconcepts

SectionⅡReadings

TheReadingsprovidethenecessarytransition．Forherethereaderispresentedwithtextsextractedfromthespecialistliterature．Itistogetreaderstofocusonthespecificsofwhatissaidandhowitissaidinthesesourcetexts．

SectionⅢReferences

Herethereisaselectionofworks（booksandarticles）forfurtherreading．Accompanyingcommentsindicatehowthesedealinmoredetailwiththeissuesdiscussedinthedifferentchaptersofthesurvey

SectionⅣGlossary

TheGlossaryiscrossreferencedtotheSurvey，andthereforeservesatthesametimeasanindex．Thisenablesreaderstolocatethetermandwhatitsignifiesinthemoregeneraldiscussion

Unit1describingandexplainingL2acquisition

一、WhatIsSecondLanguageAcquisition?

Secondlanguageacquisition，istheprocessesbywhichpeoplelearnlanguagesinadditiontotheirnativetongue（s）insideoroutsideofaclassroom.Secondcanrefertothethirdorfourthlanguageotherthantheirmothertongue（s）.

二、whatarethegoalsofSLA

OneofthegoalsofSLA,then,isthedescriptionofLL2acquisition.anotherisexplanation;

identifyingtheexternalandinternalfactorsthataccountforwhylearneracquireanL2inthewaytheydo.

三、methodologicalissues

Issuesinthedescriptionoflearnerlanguage（p12）

Q:

Whatarethefindingsinthedescriptionoflearnerlanguage?

（p12）

1.onefindingisthatlearnersmakeerrorsofdifferentkinds．Notonlyingrammaticalerrors，butsociolinguisticerrors

例如：

tooktheircarandwentinthetraffic．tooktheircarandwentintothetraffic．

我说老板,我要一个啤酒。

我要一个牛肉面。

我要一碗牛肉面。

2.anotherfindingisthatlearnersacquireanumberofformulaicchunks，whichtheyusetoperformcommunicativefunctionsandwhichcontributetothefluencyoftheir

unplannedspeech．

Givewe.Givemeyourpencil.CanIhaveyourpencil?

Wouldyoumindmyusingyourpencil?

IssuesintheexplanationofL2acquisition（p13）

1.learnersinternalizechunksoflanguagestructure．

2.theyacquirerules.

AnexplanationofL2acquisitionmustaccountforbothitemandsystemlearningandhowthetwointerrelate.

1.oneexplanationisthatlearnerfollowaparticulardevelopmentalpatternbecausetheirmentalfacultiesarestructuredinsuchawaythatthisisthewaytheyhavetolearn.

2.otherexplanationsemphasizetheimportanceofexternalasopposedtointernalfactors．

Unit2Thenatureoflearnerlanguage

Threeareas（p15）:

1.thekindsoferrorslearnersmakeandhowtheseerrorschangeovertime

2.toidentifydevelop-mentalpatternsintheacquisitionofparticulargrammaticalfeaturessuchaspasttense，

3.toexaminethevariabilityfoundinlearnerlanguage．

Errorsanderroranalysis（p15）

1.Identifyingerrors

Thefirststepinanalyzinglearner’serrorsistoidentifythem．Soweneedtodistinguisherrorsandmistakes.（p17）:

.Errorsreflectgapsinalearner’knowledge;

theyoccurbecausethelearnerdosenotknowwhatiscorrect.Mistakesreflectoccasionallapsesinperformance;

theyoccurbecause,inaparticularinstance,thelearnerisunabletoperformwhatheorsheknows.

howtodistinguisherrorsandmistakes

1）、tochecktheconsistencyoflearners’Performance.Iftheyconsistentlysubstitute‘contain’for‘contained’thiswouldindicatealackofknowledge--anerror

2）、toasklearnerstotrytocorrecttheirowndeviantutterances.Wheretheyareunableto，thedeviationsareerrors；

wheretheyaresuccessful，theyaremistakes.

2.Describingerrors

Aftertheerrorshavebeenidentified,theyneedtobeclassifiedintotypes．Thereareseveralwaysofdoingthis.

1）、classifyerrorsintogrammaticalcategories.

2）、Identifygeneralwayinwhichthelearners’utterancesdifferfromthereconstructedtarget—languageutterances，whichincludes:

①omission，

②misinformation，

③disordering.

Themostcommongrammaticalcategoryoferroris‘pasttense’

Themostcommongeneralerrortypeis‘misinformation’

（toreadthematerialonpage16）

3.Explainingerrors

Thenatureoferrors

1）Errorsare，toalargeextent，systematicand，toacertainextent，predictable．

2）Errorsarenotonlysystematic；

manyofthemarealsouniversal．

Sourcesoferrors:

Errorscanhavedifferentsources．Someerrorsseemtobeuniversalreflectinglearners’attemptstomakethetaskoflearningandusingtheL2simpler．

1）.omission．

Learnersleaveout