完整word版二语习得期末复习资料.docx
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完整word版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,differencesincontextresultindifferentpatternsoflanguageuse.
(4)Reducedsystem,bothinformandfunction.(学习者经常会简单化)
2.Therear