二语习得期末复习资料.docx

二语习得期末复习资料.docx

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二语习得期末复习资料

Chapter1introducingsecondlanguageacquisition

1.SLA:

atermthatrefersbothtothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.

2.Secondlanguage:

anofficiallyorsocietallydominantlanguage（notL1）neededforeducation,employmentorotherbasicpurposes

3.InformalL2learning:

SLAthattakesplaceinnaturalisticcontexts

4.FormalL2learning:

instructedlearningthattakesplaceinclassroom

5.Linguisticcompetence:

theunderlyingknowledgethataspeaker/hearerhaveofalanguage.Chomskydistinguishesthisformlinguisticperformance.

6.Linguisticperformance:

theuseoflanguageknowledgeinactualproduction.

7.Firstlanguage/nativelanguage/mothertongue（L1）:

thelanguageacquiredinchildhood

8.Simultaneousmultilingualism:

abilitytouseoneormorelanguagesthatwereauqiredduringearlychildhood.

9.Sequentialmultilingualism:

abilitytouseoneormorelanguagesthatwerelearnedafterL1hadalreadybeenestablished.

1.WhatarethethreebasicquestionsinSLA?

（1）WhatexactlydoestheL2learnercometoknow?

（2）HowdoestheL2leaneracquirethisknowledge?

（3）Whyaresomelearnersmoresuccessfulthanothers?

2.Whytherearenosimpleanswerstothesequestions?

（P2）

Chapter2foundationsofsecondlanguageacquisition

1.Multilingualism:

theabilitytousemorethanonelanguage.

2.Bilingualism:

theabilitytousetwolanguages.

3.Monolingualism:

theabilitytouseonlyonelanguage.

4.Multilingualcompetence:

“thecompoundstateofamindwithtwoormoregrammars”

5.Monolingualcompetence:

knowledgeofonlyonelanguage.

6.Learnerlanguage:

alsocalledinterlanguagewhichreferstotheintermediatestatesorinterimgrammarsofleanerlanguageasitmovestowardthetargetL2.

7.Positivetransfer:

appropriateincorporation（合并，编入）ofanL1structureorruleinL2structure.

8.Negativetransfer:

inappropriateinfluenceofanL1structureorruleinL2use,alsocalledinterference.

9.Fossilization:

astablestateinSLAwherelearnersceasetheirinterlanguagedevelopmentbeforetheyreachtargetnormsdespitecontinuingL2inputandpassageoftime.

10.Poverty-of-the-stimulus:

theargumentthatbecauselanguageinputtochildrenisimpoverished（穷尽的）andtheystillacquireL1,theremustbeaninnatecapacityforL1acquisition.

11.Innatecapacity:

anaturalability,usuallyreferringtochildren’snaturalabilitytolearnoracquirelanguage.

1.Whatisthenatureoflanguagelearning?

（1）Simultaneous/sequentialmultilingualism

（2）Theroleofnaturalability

a）Humansarebornwithanaturalabilityorinnatecapacitytolearnanotherlanguage.

b）Aschildrenmature,sodotheirlanguageabilities.

c）Individualvariationmayoccurinlearning;therateoflearningcandiffer,buttherearestageseveryonegoesthrough.

d）“Cutoffpoint”-iftheprocessdoesnothappenatayoungage,you'llneverlearnthelanguage.（关键期假说）（CriticalPeriodHypothesis）

（3）Theroleofsocialexperience

a）Childrenwillneveracquirelanguageunlessthatlanguageisusedwiththemandaroundthem,nomatterwhatistheirlanguage.

b）Aslongaschildrenareexperiencinginputandsocialinteraction,therateandsequenceofdevelopmentdoesn'tchange.

c）Theonlythingthatmaychangeispronunciation,vocabulary,andsocialfunction.

2.WhataresomebasicsimilaritiesanddifferencesinL1andL2learning?

（P17表格）

（1）SimilaritiesbetweenL1andL2

a）Developmentstages

InitialState-knowledgeaboutlanguagestructuresandprinciples

IntermediateState-Basiclanguagedevelopment

FinalState-Outcomeoflearning

b）Necessaryconditions:

Input

（2）DifferencesbetweenL1andL2（P17表格）

3.Whatis“thelogicalproblemoflanguageacquisition”?

（1）Children’sknowledgeoflanguagegoesbeyondwhatcouldbelearnedfromtheinputtheyreceive.（Poverty-of-thestimulus）

（2）Constraintsandprinciplescannotbelearned

（3）Universalpatternsofdevelopmentcannotbeexplainedbylanguage-specificinput.

（如果说普遍语法存在孩子们脑中，那语言输入起的作用又如何解释呢？

）

4.FrameworkforSLA（P24&P26）

Perspectives,foci,andframeworks

perspective

foci

framework

Linguistic

Internal

Transformational-GenerativeGrammar

PrinciplesandParametersModel

MinimalistProgram

external

Functionalism

psychology

Languaheandthebrain

Neurolinguistics

Learningprocesses

InformationProcessing

Processability

Connectionism

Individualdifference

Humanisticmodels

Social

Microsocial

VariationTheory

AccomodationTheory

SocioculturalTheory

Macrosocial

EthnographyofCommunication

AcculturationTheory

SocialPsychology

5.Giveatleastthreereasonsthatmanyscientistsbelieveinsomeinnatecapacityforlanguage

（1）Childrenbegintolearntheirlanguageatthesameage,andinmuchthesamewayregardlessofwhatthelanguageis.

（2）Childrenarenotlimitedtorepeatingwhattheyheard;theycanunderstandandcreatenovel（新颖）utterance.

（3）Thereisacut-offageforL1acquisition,beyondwhichitcanneverbecompleted.

6.Linguistshavetakenaninternalandexternalfocustothestudyoflanguageacquisition.Whatisthedifferencebetweenthetwo?

Theinternalfocusseekstoaccountforspeakers’internalized,underlyingknowledgeoflanguage.Theexternalfocusemphasizeslanguageuse,includingthefunctionsoflanguagewhicharerealizedinlearners’productionatdifferentstagesofdevelopment.

Chapter3thelinguisticsofsecondlanguageacquisition

1.Interference:

alsocallednegativetransfer,whichmeansinappropriateinfluenceofanL1structureorruleinL2use.

2.Interlanguage:

alsocalledlearnerlanguage,whichreferstotheintermediatestatesorinterimgrammarsofleanerlanguageasitmovestowardthetargetL2.

3.Naturalorder:

auniversalsequenceinthegrammaticaldevelopmentoflanguagelearners.

4.Universalgrammar:

alinguisticframeworkdevelopedmostprominentlybyChomskywhichclaimsthatL1acquisitionscanbeaccountedforonlybyinnateknowledgethatthehumanspeciesisgeneticallyendowedwith.Thisknowledgeincludeswhatalllanguageshaveincommon.

5.Languagefaculty:

termusedbyChomskyfoea“componentofthehumanmind”thataccountsforchildren’sinnateknowledgeoflanguage.

6.Principles:

properties（固有属性）ofalllanguagesoftheworld;partofChomsky’suniversalgrammar.

7.Parameters:

limitedoptionsinrealizationofuniversalprincipleswhichaccountforgrammaticalvariationbetweenlanguagesoftheworld.PartofChomsky’stheoryofuniversalgrammar.

8.Initialstate:

thestartingpointoflanguageacquisition;itisthoughttoincludetheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatareinlearners’headsattheverystartofL1orL2acquisition.

9.Finalstate:

theoutcomeofL1andL2learning,alsoknownasthestablestateofadultgrammar.

10.Markedness:

abasicforclassificationoflanguagesaccordingtowhetheraspecificfeatureoccursmorefrequentlythanacontrastingelementinthesamecategory,islesscomplexstructurallyorconceptually,orismore“normal”or“expected”alongsomedimensions.

11.Grammaticalization（语法化）:

adevelopmentalprocessinwhichagrammaticalfunction（suchasexpressionofpasttime）isfirstconveyedbysharedextralinguisticknowledgeandinferencingbasedonthecontextofdiscourse,thenbyalexicalword（suchasyesterday）,andonlylaterbyagrammaticalmarker（suchasthesuffix-ed）.

一、Thenatureoflanguage

1.Whatwelearninlinguisticperspective?

Whatarethecharacteristicsoflanguage?

BothL1andL2learnersacquireknowledgeatthesedifferentlevels:

lexicon（词汇学）,phonology（语音学）,morphology（构词法）,syntax（句法）.Languagesaresystemic,symbolicandsocial.

二、Contrastiveanalysis

1.Whatiscontrastiveanalysis?

CAisanapproachtothestudyofSLAwhichinvolvespredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences.

2.Whatisthegoalofcontrastiveanalysis?

（assumptions）

（1）IfL2acquisitionisdisturbedbythehabitsofyournativelanguage,itisreasonabletofocusonthedifferencesbetweennativeandtargetlanguage.

（2）Contrastiveanalysishadapracticalgoal:

Ifyourecognizethedifferencesbetweenyournativelanguageandthetargetlanguage,youareabletoovercomethelinguistichabitsofyournativelanguagethatinterferewiththehabitsofthetargetlanguage.

3.Whatarethecritiquesofcontrastiveanalysis?

（1）TheprocessofL2acquisitionisnotsufficientlydescribedbythecharacterizationoferrors.

（2）ErrorsinL2acquisitiondonotonlyarisefrominterference.

（3）ThestructuraldifferencesbetweentwolanguagesarenotsufficienttopredicttheoccurrenceoferrorsinL2acquisition.

三、Erroranalysis

1.Whatiserroranalysis？

EAisbasedonthedescriptionandanalysisofactuallearnererrorsinL2,ratherthanonidealizedlinguisticstructuresattributedtonativespeakersofL1andL2（asinCA）.

2.WhatisthedifferencebetweenCAandEA?

Contrastiveanalysis

Erroranalysis

Pedagogicalorientation

Scientificorientation

Focusoninput,practice,inductivelearning

Focusonlinguisticandcognitiveprocesses

Errorsoftransfer

Multipletypesoferrors

3.WhataretheshortcomingsofEA?

（1）Ambiguityinclassification.（不知道是具体是哪个原因导致比如时态错误，可能是一语影响，也可能是在一语中出现过的universaldevelopmentalprocess）

（2）Lackofpositivedata.（正确的被忽略，只关注错误不能看出学生学到什么）

（3）Potentialforavoidance.（学生会避免错误，这样错误就不能全部被观察）

四、Interlanguage

1.Whatarethecharacteristicsofinterlanguage?

（1）Systematic.

（2）Dynamic.

（3）Variable.（可变性）althoughsystematic,differencesincontextresultindifferentpatternsoflangua