第二语言习得概论考研复习docxWord文件下载.docx

第二语言习得概论考研复习docxWord文件下载.docx

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ofalanguageunconsciouslyundernatural

settings

where

learnerspayattentiononlytothemeaningsorcontentsratherthanformsorgrammars.

Learningreferstothelearningof

alanguageconsciouslyundereducational

learnersmainlypayattentiontoformsorgrammars.

3.FactorsaffectingSLA

Socialfactors（externalfactors）

Learnerfactors（internalfactors）

Socialcontext

Languagepolicyandtheattitudeofthepublicsector;

Socialdemand

Withthetrendofglobalizationoftheworldeconomy,itiswidelyacceptedamongeducators

andnationalleadersthatproficiencyinanotherlanguageisanindispensablequalityofeducated

people

Motivation，Age，Learningstrategy

4.Behavioristlearningtheory

Behavioristlearningtheoryisageneraltheoryoflearning.itappliestoallkindsoflearning,

notjustlanguagelearning）.

Itviewslearningastheformationofhabits.Theassociationofaparticularresponsewitha

particularstimulusconstitutedahabit.Itisformedwhenaparticularstimulusbecameregularly

linkedwithaparticularresponse.

WhenappliedtoSLA,theprocessofsecondlanguageacquisitionisregardedasaprocessof

habitformation.

5.Thecausesoferrorsaccordingtobehaviorism

Differencesbetweenthefirstandsecondlanguagecreatelearningdifficultywhichresultsin

errors.

Behavioristlearningtheorypredictsthattransferwilltakeplacefromthefirsttothesecond

language.Transferwillbenegativewhenthereisproactiveinhibition.Inthiscaseerrorswill

result.

Errors,accordingtobehavioristtheory,weretheresultofnon-learning,ratherthanwrong

learning.

ThemeansusedtopredictpotentialerrorsbybehavioristsisContrastiveAnalysis.

6.Structuralism

Languagewasviewedasacodedsystemconsistingofstructurallyrelatedelements（phonemes,

morphemes,words,structuresandsentencepatterns）

7.Whatiscontrastiveanalysis（CA）

Contrastiveanalysisisaninductiveinvestigativeapproachbasedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonoftwoormorelanguagesorsubsystemsoflanguagesinordertodetermineboththedifferencesandsimilaritiesbetweenthem.Itcouldalsobedone

withinonelanguage.Contrastiveanalysiscanbeboththeoreticalandappliedaccordingtovaried

purposes.

8.ContrastiveAnalysisHypothesis（CAH）

Contrastiveanalysisisawayofcomparinglanguagesinordertodeterminepotentialerrors

fortheultimatepurposeofisolatingwhatneedstobelearnedandwhatdoesnotneedtobelearnedinanL2situation.

AccordingtoCAH,L2errorsareresultofdifferencesbetweenthelearner’sfirstlanguage

andthetargetlanguage.Thestrongformofthehypothesisclaimsthatthesedifferencescanbe

usedtopredictallerrorsthatwilloccur.Theweakformofthehypothesisclaimsthatthese

differencescanbeusedtoidentifysomeoutofthetotalerrorsthatactuallyarise.

vsdifficulty

“Difference”isalinguisticconcept,whereas“difficulty”isapsychologicalconcept.Therefore,the

leveloflearningdifficultycannotbeinferreddirectlyfromthedegreeofdifferencebetweentwo

languagesystems.

10.DefinitionofErroranalysis（EA）

thestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners（Longman

DictionaryofAppliedLinguistics,.

Itinvolvescollectingsamplesoflearnerlanguage,identifyingtheerrorsinthesesamples,

describingtheseerrors,classifyingthemaccordingtotheirhypothesizedcauses,andevaluating

theirsseriousness.

11.Interlingualerror:

deviatedformsresultingfromthe

interferenceofone

’orthesL1negative

transferofone

’smothertongue.

Intralingualerror:

①deviatedformsinlearnerlanguagethatreflectlearners

’transitional

competenceandwhicharetheresultsofsuchlearningprocessasovergeneralization.

②confusionofL2rules

12.Factorscausingerrors

1.Languagetransfer

2.Overgeneralization

3.Learnerdifferences

3.StrategiesinL2learning

5.StrategiesofL2communication

.Thetwostudentschangedeyesandeyebrowsinclass.

13.Typesoflearnerstrategy

Learningstrategy,Productionstrategy表达策略Communicationstrategy:

Communicationstrategiesareemployedwhenlearnersarefacedwiththetaskofcommunicatingmeaningsforwhichtheylacktherequisitelinguisticknowledge.Typicalcommunicationstrategiesareparaphraseandmime.

14.Classificationsoflearningstrategy（Cohen2006）

（2）

Byfunction:

Metacognitive;

Cognitive;

Socio-affective

（3）

Byskill:

listening,speaking,reading,writing,vocabulary,ortranslationstrategies.

15.Meta-cognitivestrategies

Meta-cognitivestrategyistheplanningforlearning,thinkingaboutthelearningprocess,

monitoringofone’sproductionorcomprehension,andevaluatinglearningafteranactivityis

completed.

16.Cognitivestrategies

Cognitivestrategiesrefertothestepsoroperationsusedinlearningorproblem-solvingthat

requiredirectanalysis,transformation,orsynthesisoflearningmaterial.

Repetition,Resourcing,Directedphysicalresponse,Translation,Grouping,Note-taking,

DeductionRecombination,Imagery,Auditoryrepresentation,Keyword,Contextualization,

Elaboration,Transfer,Inferencing

17.Individuallearnervariables

Personalfactors:

groupdynamics;

attitudestotheteacherandcoursematerials;

learning

techniques

Generalfactors:

age;

aptitude;

cognitivestyle;

motivation;

personality

18.Motivation

Integrativemotivation融合型动机ispresentinlearnerswhoidentifywiththetargetculture,

wouldliketoresemblemembersofthetargetcultureandwhowouldliketoparticipateinthe

targetculture.Itisassumedtobebasedinthepersonalityofthelearner.

Instrumentalorientation工具型动机referstothosecaseswherethelearnersareinterestedin

learningthelanguageforthepossiblebenefits,thatis,thelearner’sgoalisfunctional.

Resultativemotivation:

因果性动机Learners’motivationisstronglyaffectedbytheir

achievement.

Intrinsicmotivation:

内在兴趣动机Motivationasintrinsicinterest.

Motivationasamulti-componentialconstruct:

Motivation=effort+desiretoachievegoal+attitudes

Taskmotivation:

theinterestfeltbythelearnerinperformingdifferentlearningtasks.

★19.Definition–interlanguage

Interlanguageistheapproximatelanguagesystemthatthelearnerconstructsforusein

communicationthroughthetargetlanguage.（LarrySelinker）

Itisindependentofboththelearner’sfirstlanguageandthetargetlanguage.

Itsuggeststhatlearners’languageisbetweenL1ANDL2andthatitisacontinuumalongwhich

alllearnerstraverse.

★offossilization

Fossilizationreferstothestateinwhichthesecondlanguagelearnersstoptolearningwhentheir

internalizedrulesystemcontainsrulesdifferentfromthetargetlanguage.Thatistosay,the

interlanguagestopsevolvingtowardstheTL.

21.Classificationoffossilization

Temporaryfossilization:

thephenomenonisalterableundercertainconditions.

Permanentfossilization

Thismeansthelearner’languagesstopsevolvingforever.Becausestablestageisnotreal

fossilization,sothereisnorealpermanentfossilization.

22.Causesoffossilization

Internal:

Motivation;

Communicativeneeds;

Acquisitiondevice

External:

Communicativepressure

Lackoflearningopportunities

Feedback:

positivecognitivefeedbackscausefossilization;

.“Oh,Isee”）

negativefeedbackshelptopreventfossilization.

.“Idon’tunderstandyou”）

★23.DefinitionofUG

Cook（1985）summarizingtheChomskyanposition,defines‘universalgrammar’as‘the

propertiesinherentinthehumanmind’.Universalgrammarconsistsofasetofgeneralprinciples

thatapplytoalllanguageratherthanasetofparticularrules.

24.Markedness

Markednessreferstotheideathatsomelinguisticstructuresare‘special’or‘less

‘lessbasic’thanothers.

LinguistsworkingintheChomskyanschoolsuggestthatlinguisticrulescaneitherbepartof

thecoregrammar.theuniversalrules）orbepartoftheperiphery.

Corerulesareconsideredtobeunmarkedandthereforeeasilyacquired.

Peripheryrolesareconsideredtobeandthereforedifferenttolearn.

25.Krashen’MonitorsModel

Krashen’smonitormodelmainlyconsistsofthefollowingfivehypothses:

（1）Acquisition-LearningHypothesis:

therearetwokindsofwaysoflearningasecondlanguage,.,acquisitionandlearning.

（2）NaturalOrderHypothesis:

SLAfollowsauniversalroutethatisnotinfluencedbyfactorssuchasthelearnersfirst’

language,age,andthecontext（classroomornaturalsetting）.

Implications:

Errorsaredevelopmentalandareanaturalbyproductoflearning–toleratethem.

Allowlearne