SLA二语习得重要问题总结教案资料Word下载.docx

SLA二语习得重要问题总结教案资料Word下载.docx

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instructedlearningthattakesplaceinclassrooms.

3.InformalL2learning:

SLAthattakesplaceinnaturalisticcontexts.

4.FirstIanguage/nativeIanguage/mothertongue（L1）:

AIanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimaryIanguageofachild

whogrowsupinamultilingualsettingmayhavemorethanone“first”Ianguage.

5.SecondIanguage（L2）:

Initsgeneralsense,thistermreferstoanyIanguagethatisacquiredafterthefirstIanguagehasbeenestablished.Initsspecificsense,thistermtypicallyreferstoanadditionalIanguagewhichislearnedwithinacontextwhereitissocietallydominantandneededforeducation,employment,andotherbasicpurposes.ThemorespecificsensecontrastswithforeignIanguage,libraryIanguage,auxiliary（帮助的，辅助的）Ianguage,andIanguageforspecificpurposes.

6.TargetIanguage:

TheIanguagethatistheaimorgoaloflearning.

7.ForeignIanguage:

AsecondIanguagethatisnotwidelyusedinthelearners

socialcontext,butratheronethatmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,oronethatmightbestudiedasacurricularrequirementorelectiveinschoolwithnoimmediateornecessarypracticalapplication.

8.LibraryIanguage:

AsecondIanguagethatfunctionsasatoolforfurtherlearning,

especiallywhenbooksandjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearner'

sL1.

9.AuxiliaryIanguageAsecondIanguagethatlearnersneedtoknowforsomeofficialfunctionsintheirimmediatesociopoliticalsetting.Orthattheywillneedforpurposesofwidercommunication,althoughtheirfirstIanguageservesmostotherneedsintheirlives.

10.Linguisticcompetenee:

Theunderlyingknowledgethatspeakers/hearershaveofaIanguage.Chomskydistinguishesthisfromlinguisticperformanee.

11.Linguisticperformanee:

TheuseofIanguageknowledgeinactualproduction.

12.Communicativecompetence:

Abasictenet（原则、信条、教条）ofsociolinguisticsdefinedas“whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunitySaville”-Tr（oike2003）

13.Pragmaticcompetence:

Knowledgethatpeoplemusthaveinordertointerpretandconveymeaningwithincommunicativesituations.

14.Multilingualism:

Theabilitytousemorethanonelanguage.

15.Monolingualism:

Theabilitytouseonlyonelanguage.

16.Simultaneousmultilingualism:

Abilitytousemorethanonelanguagethatwereacquiredduringearlychildhood.

17.Sequentialmultilingualism:

AbilitytouseoneormorelanguagesthatwerelearnedafterL1hadalreadybeenestablished.

18.Innatecapacity:

Anaturalability,usuallyreferringtochildren'

snaturalability

acquirelanguage.

19.Childgrammar:

Grammarofchildrenatdifferentmaturationallevelsthatissystematicintermsofproductionandcomprehension.

20.Initialstate:

Thestartingpointforlanguageacquisition;

itisthoughttoincludetheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatareinlearnersattheverystartofL1orL2acquisition.

21.Intermediatestate:

Itincludesthematurationalchangeswhichtakeplacein“childgrammar”,andtheL2developmentalsequencewhichisknownaslearnerlanguage.

22.Finalstate:

TheoutcomeofL1andL2leaning,alsoknownasthestablestateofadultgrammar.

23.Positivetransfer:

AppropriateincorporationofanL1structureorruleinL2structure.

24.Negativetransfer:

InappropriateinfluenceofanL1structureorruleonL2use.Alsocalledinterference.

25.Poverty-of-the-stimulus:

TheargumentthatbecauselanguageinputtochildrenisimpoverishedandtheystillacquireL1,theremustbeaninnatecapacityforL1acquisition.

26.Structuralism:

Thedominantlinguisticmodelofthe1950s,whichemphasizedthedescriptionofdifferentlevelsofproductioninspeech.

27.Phonology:

Thesoundsystemsofdifferentlanguagesandthestudyofsuchsystemsgenerally.

28.Syntax:

Thelinguisticsystemofgrammaticalrelationshipsofwordswithinsentences,suchasorderingandagreement.

29.Semantics:

Thelinguisticstudyofmeaning.

30.Lexicon:

Thecomponentoflanguagethatisconcernedwithwordsandtheirmeanings.

31.Behaviorism:

Themostinfluentialcognitiveframeworkappliedtolanguagelearninginthe1950s.Itclaimsthatlearningistheresultofhabitformation.

32.Audiolingualmethod:

Anapproachtolanguageteachingthatemphasizesrepetitionandhabitformation.Thisapproachwaswidelypracticedinmuchoftheworlduntilatleastthe1980s.

33.Transformational-GenerativeGrammar:

Thefirstlinguisticframeworkwithaninternalfocus,whichrevolutionizedlinguistictheoryandhadprofoundeffectonboththestudyoffirstandsecondlanguages.Chomskyarguedeffectivelythatthebehavioristtheoryoflanguageacquisitioniswrongbecauseitcannotexplainthecreativeaspectsoflinguisticability.Instead,humansmusthavesomeinnatecapacityforlanguage.

34.PrinciplesandParameters（model）:

TheinternallyfocusedlinguisticframeworkthatfollowedChomskyT'

rasnsformational-GenerativeGrammar.ItrevisedspecificationsofwhatconstitutesinnatecapacitytoincludemoreabstractnotionsofgeneralprinciplesandconstraintscommontohumanlanguageaspartofaUniversalGrammar.

35.Minimalistprogram:

TheinternallyfocusedlinguisticframeworkthatfollowedChomsky'

PsrinciplesandParametersmodel.Thisframeworkaddsdistinctionsbetweenlexicalandfunctionalcategorydevelopment,aswellasmoreemphasisontheacquisitionoffeaturespecificationasapartoflexicalknowledge.

36.Functionalism:

AlinguisticframeworkwithanexternalfocusthatdatesbacktotheearlytwentiethcenturyandhasitsrootsinthePragueSchool布拉格学派）ofEasternEurope.

Itemphasizestheinformationcontentofutterancesandconsiderslanguageprimarilyasasystemofcommunication.FunctionalistapproacheshavelargelydominatedEuropeanstudyofSLAandarewidelyfollowedelsewhereintheworld.

37.Neurolinguistics:

Thestudyofthelocationandrepresentationoflanguageinthebrain,ofinteresttobiologistsandpsychologistssincethenineteenthcenturyandoneofthefirstfieldstoinfluencecognitiveperspectivesonSLAwhensystematicstudybeganin1960s.

38.Criticalperiod:

ThelimitednumberofyearsduringwhichnormalL1acquisitionispossible.

39.CriticalPeriodHypothesis:

TheclaimthatchildrenhaveonlyalimitednumberofyearsduringwhichtheycanacquiretheirL1flawlessly;

iftheysufferedbraindamagetothelanguageareas,brainplasticityinchildhoodwouldallowotherareasofthebraintotakeoverthelanguagefunctionsofthedamagedareas,butbeyondacertainage,normallanguagedevelopmentwouldnotbepossible.ThisconceptiscommonlyextendedtoSLAaswell,intheclaimthatonlychildrenarelikelytoachievenativeornear-nativeproficiencyinL2.

40.Informationprocessing（IP）:

AcognitiveframeworkwhichassumesthatSLA（likelearningofothercomplexdomains）proceedsfromcontrolledtoautomaticprocessingandinvolvesprogressivereorganizationofknowledge.

41.Connectionism:

Acognitiveframeworkforexplaininglearningprocesses,beginninginthe1980sandbecomingincreasinglyinfluential.ItassumesthatSLAresultsfromincreasingstrengthofassociationsbetweenstimuliandresponses.

42.Variationtheory:

AmicrosocialframeworkappliedtoSLAthatexploressystematicdifferencesinlearnerproductionwhichdependoncontextsofuse.

43.Accommodationtheory:

AframeworkforstudyofSLAthatisbasedonthenotionthatspeakersusuallyunconsciouslychangetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.

44.Socioculturaltheory（SCT）:

AnapproachestablishedbyVygotskywhichclaimsthatinteractionnotonlyfacilitatesIanguagelearningbutisacausativeforceinacquisition.Further,alloflearningisseenasessentiallyasocialprocesswhichisgroundedinsocioculturalsettings.

45.Ethnography（人种论、民族志）ofcommunication:

AframeworkforanalysisofIanguageanditsfunctionsthatwasestablishedbyHymes（1966）.ItrelatesIanguageusetobroadersocialandculturalcontexts,andappliesethnographicmethodsofdatacollectionandinterpretationtostudyofIanguageacquisitionanduse.

46.

Acculturation（文化适应）:

LearningthecultureoftheL2communityandadaptingtothosevaluesandbehaviorpatterns.

asidentityandstatuswhichdeterminesocialandpsychologicaldistaneebetweenlearnerandtargetIanguagepopulations.HeclaimstheseinflueneeoutcomesofSLA.

48.Socialpsychology:

Asocietalapproachinresearchandtheorythatallowsexplorationofissuessuchashowidentity,status,andvaluesinfluenceL2outcomesandwhy.Ithasdisciplinarytiestobothpsychologicalandsocialperspectives.

PARTTWO:

Short&

Longanswers:

Chapter1

1.Whatarethesimilaritiesanddifferencesbetweenlinguists,psycholinguist,sociolinguistsandsocialpsycholinguists?

P3

（1）LinguistsemphasizethecharacteristicsofthedifferencesandsimilaritiesintheIanguagesthatarebeinglearned,andthelinguisticcompetence（underlyingknowledge）andlinguisticperformance（actualproduction）oflearnersatvariousstagesofacquisiti