第二语言习得概论 考研复习.docx

第二语言习得概论 考研复习.docx

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第二语言习得概论考研复习

★1.SLA（Secondlanguageacquisition）istheprocessbywhichalanguageotherthanthemothertongueislearntinanaturalsettingorinaclassroom.

★2.Acquisitionvs.Learning（Krashen1982）

     Acquisition     

Learning

implicit,subconscious

explicit,conscious

informalsituations

 formalsituations

usesgrammatical'feel'

usesgrammaticalrules

dependsonattitude

dependsonaptitude

stableorderofacquisition

simpletocomplexorderoflearning

Acquisitionreferstothelearningofalanguageunconsciouslyundernaturalsettingswherelearnerspayattentiononlytothemeaningsorcontentsratherthanformsorgrammars.

Learningreferstothelearningofalanguageconsciouslyundereducationalsettingswherelearnersmainlypayattentiontoformsorgrammars.

3.FactorsaffectingSLA

Socialfactors（externalfactors）

Learnerfactors（internalfactors）

Socialfactors（externalfactors）

Socialcontext

Languagepolicyandtheattitudeofthepublicsector;

Socialdemand

Withthetrendofglobalizationoftheworldeconomy,itiswidelyacceptedamongeducatorsandnationalleadersthatproficiencyinanotherlanguageisanindispensablequalityofeducatedpeople

Learnerfactors（internalfactors）

Motivation，Age，Learningstrategy

4.Behavioristlearningtheory

Behavioristlearningtheoryisageneraltheoryoflearning（i.e.itappliestoallkindsoflearning,notjustlanguagelearning）.

Itviewslearningastheformationofhabits.Theassociationofaparticularresponsewithaparticularstimulusconstitutedahabit.Itisformedwhenaparticularstimulusbecameregularlylinkedwithaparticularresponse.

WhenappliedtoSLA,theprocessofsecondlanguageacquisitionisregardedasaprocessofhabitformation.

5.Thecausesoferrorsaccordingtobehaviorism

Differencesbetweenthefirstandsecondlanguagecreatelearningdifficultywhichresultsinerrors.

Behavioristlearningtheorypredictsthattransferwilltakeplacefromthefirsttothesecondlanguage.Transferwillbenegativewhenthereisproactiveinhibition.Inthiscaseerrorswillresult.

Errors,accordingtobehavioristtheory,weretheresultofnon-learning,ratherthanwronglearning.

ThemeansusedtopredictpotentialerrorsbybehavioristsisContrastiveAnalysis.

6.Structuralism

Languagewasviewedasacodedsystemconsistingofstructurallyrelatedelements（phonemes,morphemes,words,structuresandsentencepatterns）

7.Whatiscontrastiveanalysis（CA）?

Contrastiveanalysisisaninductiveinvestigativeapproachbasedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonoftwoormorelanguagesorsubsystemsoflanguagesinordertodetermineboththedifferencesandsimilaritiesbetweenthem.Itcouldalsobedonewithinonelanguage.Contrastiveanalysiscanbeboththeoreticalandappliedaccordingtovariedpurposes.

8.ContrastiveAnalysisHypothesis（CAH）

ContrastiveanalysisisawayofcomparinglanguagesinordertodeterminepotentialerrorsfortheultimatepurposeofisolatingwhatneedstobelearnedandwhatdoesnotneedtobelearnedinanL2situation.

AccordingtoCAH,L2errorsareresultofdifferencesbetweenthelearner’sfirstlanguageandthetargetlanguage.Thestrongformofthehypothesisclaimsthatthesedifferencescanbeusedtopredictallerrorsthatwilloccur.Theweakformofthehypothesisclaimsthatthesedifferencescanbeusedtoidentifysomeoutofthetotalerrorsthatactuallyarise.

9.differencevsdifficulty

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

10.DefinitionofErroranalysis（EA）

thestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners（LongmanDictionaryofAppliedLinguistics,p.96）.

Itinvolvescollectingsamplesoflearnerlanguage,identifyingtheerrorsinthesesamples,describingtheseerrors,classifyingthemaccordingtotheirhypothesizedcauses,andevaluatingtheirsseriousness.

11.Interlingualerror:

deviatedformsresultingfromtheinterferenceofone’sL1,orthenegativetransferofone’smothertongue.

Intralingualerror:

①deviatedformsinlearnerlanguagethatreflectlearners’transitionalcompetenceandwhicharetheresultsofsuchlearningprocessasovergeneralization.

②confusionofL2rules

12.Factorscausingerrors

1.Languagetransfer

2.Overgeneralization

3.Learnerdifferences

3.StrategiesinL2learning

5.StrategiesofL2communication

e.g.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,andevaluatinglearningafteranactivityiscompleted.

16.Cognitivestrategies

Cognitivestrategiesrefertothestepsoroperationsusedinlearningorproblem-solvingthatrequiredirectanalysis,transformation,orsynthesisoflearningmaterial.

Repetition,Resourcing,Directedphysicalresponse,Translation,Grouping,Note-taking,DeductionRecombination,Imagery,Auditoryrepresentation,Keyword,Contextualization,Elaboration,Transfer,Inferencing

17.Individuallearnervariables

Personalfactors:

groupdynamics;attitudestotheteacherandcoursematerials;learningtechniques

Generalfactors:

age;aptitude;cognitivestyle;motivation;personality

18.Motivation

Integrativemotivation融合型动机ispresentinlearnerswhoidentifywiththetargetculture,wouldliketoresemblemembersofthetargetcultureandwhowouldliketoparticipateinthetargetculture.Itisassumedtobebasedinthepersonalityofthelearner.

Instrumentalorientation工具型动机referstothosecaseswherethelearnersareinterestedinlearningthelanguageforthepossiblebenefits,thatis,thelearner’sgoalisfunctional.

Resultativemotivation:

因果性动机Learners’motivationisstronglyaffectedbytheirachievement.

Intrinsicmotivation:

内在兴趣动机Motivationasintrinsicinterest.

Motivationasamulti-componentialconstruct:

Motivation=effort+desiretoachievegoal+attitudes

Taskmotivation:

theinterestfeltbythelearnerinperformingdifferentlearningtasks.

★19.Definition–interlanguage

Interlanguageistheapproximatelanguagesystemthatthelearnerconstructsforuseincommunicationthroughthetargetlanguage.（LarrySelinker）

Itisindependentofboththelearner’sfirstlanguageandthetargetlanguage.

Itsuggeststhatlearners’languageisbetweenL1ANDL2andthatitisacontinuumalongwhichalllearnerstraverse.

★20.Definitionoffossilization

Fossilizationreferstothestateinwhichthesecondlanguagelearnersstoptolearningwhentheirinternalizedrulesystemcontainsrulesdifferentfromthetargetlanguage.Thatistosay,theinterlanguagestopsevolvingtowardstheTL.

21.Classificationoffossilization

Temporaryfossilization:

thephenomenonisalterableundercertainconditions.

Permanentfossilization

Thismeansthelearner’slanguagestopsevolvingforever.Becausestablestageisnotrealfossilization,sothereisnorealpermanentfossilization.

22.Causesoffossilization

Internal:

Motivation;Communicativeneeds;Acquisitiondevice

External:

Communicativepressure

Lackoflearningopportunities

Feedback:

positivecognitivefeedbackscausefossilization;

（e.g.“Oh,Isee”）

negativefeedbackshelptopreventfossilization.

（e.g.“Idon’tunderstandyou”）

★23.DefinitionofUG

Cook（1985）summarizingtheChomskyanposition,defines‘universalgrammar’as‘thepropertiesinherentinthehumanmind’.Universalgrammarconsistsofasetofgeneralprinciplesthatapplytoalllanguageratherthanasetofparticularrules.

24.Markedness

Markednessreferstotheideathatsomelinguisticstructuresare‘special’or‘lessnatural’or‘lessbasic’thanothers.

LinguistsworkingintheChomskyanschoolsuggestthatlinguisticrulescaneitherbepartofthecoregrammar（i.e.theuniversalrules）orbepartoftheperiphery.

Corerulesareconsideredtobeunmarkedandthereforeeasilyacquired.

Peripheryrolesareconsideredtobeandthereforedifferenttolearn.

25.Krashen’sMonitorModel

Krashen’smonitormodelmainlyconsistsofthefollowingfivehypothses:

（1）Acquisition-LearningHypothesis:

therearetwokindsofwaysoflearningasecondlanguage,i.e.,acquisitionandlearning.

（2）NaturalOrderHypothesis:

SLAfollowsauniversalroutethatisnotinfluencedbyfactorssuchasthelearners’firstlanguage,age,andthecontext（classroomornaturalsetting）.

Implications:

Errorsaredevelopmentalandareanaturalbyproductoflearning–toleratethem.

Allowlearnerstomakeerrorsanddonotcorrectthem

（3）TheInputHypothesisc

Itlaimsamovealongthedevelopmentalcontinuumbyreceivingcomprehensibleinput.

Weacquire,onlywhenweunderstandthestructurethatis“alittlebeyond”wherewearenow

ComprehensibleinputisdefinedasL2inputjustbeyondtheLearner’scurrentL2competence,intermsofitssyntacticcomplexity.Ifalearner’scurrentcompetenceisithencomprehensibleinputisi+1.Inputwhichiseithe