SLA二语习得重要问题总结Word文档下载推荐.docx

SLA二语习得重要问题总结Word文档下载推荐.docx

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3.InformalL2learning:

SLAthattakesplaceinnaturalisticcontexts.

4.Firstlanguage/nativelanguage/mothertongue（L1）:

Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguageofachild’sfamily.Achildwhogrowsupinamultilingualsettingmayhavemorethanone“first”language.

5.Secondlanguage（L2）:

Initsgeneralsense,thistermreferstoanylanguagethatisacquiredafterthefirstlanguagehasbeenestablished.Initsspecificsense,thistermtypicallyreferstoanadditionallanguagewhichislearnedwithinacontextwhereitissocietallydominantandneededforeducation,employment,andotherbasicpurposes.Themorespecificsensecontrastswithforeignlanguage,librarylanguage,auxiliary（帮助的，辅助的）language,andlanguageforspecificpurposes.

6.Targetlanguage:

Thelanguagethatistheaimorgoaloflearning.

7.Foreignlanguage:

Asecondlanguagethatisnotwidelyusedinthelearners’immediatesocialcontext,butratheronethatmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,oronethatmightbestudiedasacurricularrequirementorelectiveinschoolwithnoimmediateornecessarypracticalapplication.

8.Librarylanguage:

Asecondlanguagethatfunctionsasatoolforfurtherlearning,especiallywhenbooksandjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearner’sL1.

9.Auxiliarylanguage:

Asecondlanguagethatlearnersneedtoknowforsomeofficialfunctionsintheirimmediatesociopoliticalsetting.Orthattheywillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.

10.Linguisticcompetence:

Theunderlyingknowledgethatspeakers/hearershaveofalanguage.Chomskydistinguishesthisfromlinguisticperformance.

11.Linguisticperformance:

Theuseoflanguageknowledgeinactualproduction.

12.Communicativecompetence:

Abasictenet（原则、信条、教条）ofsociolinguisticsdefinedas“whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”（Saville-Troike2003）

13.Pragmaticcompetence:

Knowledgethatpeoplemusthaveinordertointerpretandconveymeaningwithincommunicativesituations.

14.Multilingualism:

Theabilitytousemorethanonelanguage.

15.Monolingualism:

Theabilitytouseonlyonelanguage.

16.Simultaneousmultilingualism:

Abilitytousemorethanonelanguagethatwereacquiredduringearlychildhood.

17.Sequentialmultilingualism:

AbilitytouseoneormorelanguagesthatwerelearnedafterL1hadalreadybeenestablished.

18.Innatecapacity:

Anaturalability,usuallyreferringtochildren’snaturalabilitytolearnoracquirelanguage.

19.Childgrammar:

Grammarofchildrenatdifferentmaturationallevelsthatissystematicintermsofproductionandcomprehension.

20.Initialstate:

Thestartingpointforlanguageacquisition;

itisthoughttoincludetheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatareinlearners’headsattheverystartofL1orL2acquisition.

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）:

TheinternallyfocusedlinguisticframeworkthatfollowedChomsky’sTransformational-GenerativeGrammar.ItrevisedspecificationsofwhatconstitutesinnatecapacitytoincludemoreabstractnotionsofgeneralprinciplesandconstraintscommontohumanlanguageaspartofaUniversalGrammar.

35.Minimalistprogram:

TheinternallyfocusedlinguisticframeworkthatfollowedChomsky’sPrinciplesandParametersmodel.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）:

AnapproachestablishedbyVygotskywhichclaimsthatinteractionnotonlyfacilitateslanguagelearningbutisacausativeforceinacquisition.Further,alloflearningisseenasessentiallyasocialprocesswhichisgroundedinsocioculturalsettings.

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

AframeworkforanalysisoflanguageanditsfunctionsthatwasestablishedbyHymes（1966）.Itrelateslanguageusetobroadersocialandculturalcontexts,andappliesethnographicmethodsofdatacollectionandinterpretationtostudyoflanguageacquisitionanduse.

46.Acculturation（文化适应）:

LearningthecultureoftheL2communityandadaptingtothosevaluesandbehaviorpatterns.

47.AcculturationModel/Theory:

Schumann’s（1978）theorythatidentifiesgroupfactorssuchasidentityandstatuswhichdeterminesocialandpsychologicaldistancebetweenlearnerandtargetlanguagepopulations.HeclaimstheseinfluenceoutcomesofSLA.

48.Socialpsychology:

Asocietalapproachinresearchandtheorythatallowsexplorationofissuessuchashowidentity,status,andvaluesinfluenceL2outcomesandwhy.Ithasdisciplinarytiestobothpsychologicalandsocialperspectives.

PARTTWO:

Short&

Longanswers:

Chapter1

1.Whatarethesimilaritiesanddifferencesbetweenlinguists,psycholinguist,sociolinguistsandsocialpsycholinguistsP3

（1）Linguistsemphasizethecharacteristicsofthedifferencesandsimilaritiesinthelanguagesthatarebeinglearned,andthelinguisticcompetence（underlyingknowledge）andlinguisticperformance（actualproduction