二语习得答案.docx

二语习得答案.docx

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二语习得答案

1.1.Thinkofthreeorfour‘telegraphic’sentencesthatayoungchildmightproduce.ThesemaybeinEnglishoranotherlanguageyouknowwell.Howarethese‘littlesentences’similartothoseintheadultlanguage?

Howaretheydifferent?

“telegraphic”sentences：

（1）"Icanseeacow"repeatedas"Seecow"

（2）Ihavingthis.I'mhaving'nana.

（3）Babyfalldown

Similarities:

Theybothcontainthenecessarykeywords,especiallynouns,verbsand

adjectives

Differences:

“Telegraphic”sentenceslackfunctionwordslikeprepositionsand

conjunctions.Theyareshorter,andgrammaticalelementsareoftenomittedor

insertedincorrectly,andtheyaresingleclauses.

2.Researchershaveusedbothlongitudinalandcross-sectionalapproachestoinvestigatetheorderofacquisitionofgrammaticalmorphemesinEnglishbyyoungchildren.Describetheseapproachesinyourownwords.Whatarethechallengesandthepotentialbenefitsofeach?

Cross-sectionalapproaches:

Aresearchmethodstudiessubjectsatdifferentagesandstagesofdevelopment.

Longitudinalstudies:

Itisatypeofobservationalstudy.Bylongitudinalstudies,wemeanthatwecanstudylearner’slanguagewithaperiodoftime,onemonth,oneyear,ormore.ThiscontrastswithCross-sectionalstudies.

Thechallengesoflongitudinalstudyapproaches:

Theyaretime-consumingandmoney-consuming.Also,theyarenotconvenient.

Potentialbenefitsoflongitudinalstudyapproaches:

Longitudinalstudiestrackthesamepeople,andthereforethedifferencesobservedinthosepeoplearelesslikelytobetheresultofculturaldifferencesacrossgenerations.

ThechallengesofCross-sectionalapproaches:

Routinedataarenotdesignedtoanswerthespecificquestion.

PotentialbenefitsofCross-sectionalapproaches:

.Theuseofroutinelycollecteddataallowslargecross-sectionalstudiestobemadeatlittleornoexpense.

3.Whatisthe‘wugtest’?

Whatdothefindingsfromthewugtesttellusabout

Children’sdevelopinglanguage?

Whatadvantagesdoesthewugtesthaveoverstudiesthatobservechildren’slanguageinnaturalsettings?

Canyouthinkofsomedisadvantages?

（1）“Wugtest”isaproceduretoexplorechildren’sknowledgeoflanguagedevelopedbyJeanBerkoGleason.ItwasdesignedasawaytoinvestigatetheacquisitionofthepluralandotherinflectionalmorphemesinEnglish-speakingchildren.

（2）Bytheageofthree-and-a-halforfouryears,mostchildrencanaskquestions,givecommands,reportrealevents,andcreatestoriesaboutimaginaryones-completewithcorrectgrammaticalmorphemes.

（3）AdvantagesofwugtestBycompletingthesesentences,childrendemonstratethattheyactuallyknowtherulesinEnglish,notjustalistofmemorizedwordpairs,andcanapplytheserulestowordswhichtheyhaveneverheardbefore.

（4）Somedisadvantages:

Theacquisitionofthemorecomplexgrammaticalstructuresofthelanguagerequiresadifferentsortofexplanation

4.Whatismetalinguisticawareness?

Whyisitaprerequisiteforbeingabletounderstandmostjokesandriddles?

Thinkofajokeorriddleyouknow.Howismetalinguisticawarenessrelatedtoyourunderstandingofwhatmakesthisjokefunny?

（1）Metalinguisticawarenessistheabilitytotreatlanguageasanobject,separatefromthemeaningitconveys.

（2）BecauseMetalinguisticawarenessincludesthediscoveryofsuchthingsasambiguity---wordsandsentencesthathavemultiplemeaning.

（3）Jokes:

Whyisthebridefeelingunhappyinherwedding?

Becauseshecannotmarrythe‘bestman’.

5.Whathaveresearchersobservedaboutthefrequencywithwhichyoungchildrenengageinimitationandrepetitivepractice?

Inwhatwayareyoungchildren’slinguisticimitationandpracticepatternsdifferentfromthoseofsomeforeignlanguageclasses?

（1）Observation:

●Firstyear,mostbabiescanunderstandquiteafewfrequentlyrepeatedwords.

●Speechconsistsofimitation,butdifferentchildrenhavedifferentrateofimitation

●Children’simitationsarenotrandom;theydonotimitateeverythingtheyhear

●Childrensometimesrepeatthemselvesorproduceaseriesofrelatedpracticesentences

（2）Differences:

Linguisticimitationandpracticepatternsarethenaturalprocessinwhichchildrensubconsciouslypossessanddevelopthelinguisticknowledgeofthesettingtheylivein.Youngchildrenlearnlanguagethroughexposuretothelanguageandmeaningfulcommunication.

Foreignlanguageclassestakeplacewherethetargetlanguageisnotthelanguagespokeninthelanguagecommunity.Childrenhavetheneedofsystematicstudiesofanykind.

6.Giveexamplesofbothgrammaticalandlexicalovergeneralizationerrorsfoundinearlychildlanguage.Whatisthegenerallearningprinciplethatunderliessucherrors?

Examplesofgrammaticalovergeneralizationerrors：

Randall（2,9）,whoisinstage3ofquestionformation,concludedthatthetrickofaskingquestionsistoputacertainword（inthiscase:

are）atthebeginningofthesentence.forexample:

Aredogswiggletheirtails？

Correctform:

Dodogswiggletheirtails?

Examplesoflexicalovergeneralizationerrors:

Michel（2,0）says:

Mummy,I'mhiccingupandIcan'tstop.

（Michelhasheardmanytwo-wordverbswithup,suchas"standingup"and"pickingup."Sohemakessuchageneralization.）

Thegenerallearningprinciplethatunderliessucherrors:

（1）Childrenappeartopickoutpatternsandthengeneralizethemtonewcontexts.Theycreatenewformsornewusesofwordsuntiltheyfinallyfigureouthowtheformsareusedbyadults.Theirnewsentencesareusuallycomprehensibleandoftencorrect.

（2）Behaviorisminfirstlanguagelearning.

7.HowdothestoriesofVictorandGenie（pages19–21）supportthecriticalperiodhypothesis?

Doyoufindthisevidenceconvincing?

WhydomostresearchersconsiderthattheevidencefromusersofAmericanSignLanguagethatwascollectedbyNewportandhercolleagues（page21）isstrongersupportfortheCPH?

（1）VictorandGeniearechildrenwhohavebeendeprivedofcontactwithlanguageintheirearlyyears.Theirlanguageacquisitiondevicewasstimulatedtoolate.Asaresult,eventhoughtheyweretaughttospeakwhentheywere12or13yearsoldtheyCANNOTlearnlanguagelikenormalpeopleandtheirlanguagedevelopmentwasabnormal.SothestoriesofVictorandGeniesupportthecriticalperiodhypothesis.

（2）Itisdifficulttoarguethatthehypothesisisconfirmedonthebasisofevidencefromsuchunusualchildrenandtheunknowncircumstancesoftheirearlylives.Wecannotknowwhatotherfactorsbesidesbiologicalmaturitymighthavecontributedtotheirinabilitytolearnlanguage.Therefore,thisevidenceisnotconvincing

（3）TheseusersofAmericanSignLanguageareusualchildrenwhoacquiretheirfirstlanguageatdifferentages.Theycomefromlovinghomes,yetdonotreceiveexposuretolanguageattheusualtime.Besides,thecircumstancesoftheirearlylivesareknowntotheresearchers.TheybeginlearningASLoftenwhentheystartattendingaresidentialschoolwheresignlanguageisusedforday-to-daycommunication.Moreover,inthestudy,therewerethreedistinctgroupsofASLusers:

Nativesignerswhowereexposedtosignlanguagefrombirth,EarlylearnerswhosefirstexposuretoASLbeganatagesfourtosixatschool,andLatelearnerswhofirstcameintocontactwithASLaftertheageof12.ResultsoftheresearchshowedthattheNativegroupoutperformedtheEarlylearnergroupwhooutperformedthelatelearnergroupontestsfocusingongrammaticalmarkers.Thestudysupportsthehypothesisthatthereisacriticalperiodforfirstlanguagelearning.

8.HowarePiaget’sandVygotsky’sviewsoffirstlanguageacquisitionsimilar?

Howdotheydiffer?

Similarities:

（1）Bothofthemthoughtthatinteractionplayedaveryimportantroleinlanguagedevelopment;

（2）Childrenareactivelearners;

（3）Developmentdeclineswithage

Differences:

（1）PiagethypothesizedChildren'scognitivedevelopmentwouldpartlydeterminehowtheyuselanguage!

（2）VygotskybelievedthatLanguagedevelopsentirelyfromsocialinteraction.

9.WhatwasunusualaboutJim’sexposuretolanguage?

Howdoesthiscasesupportaninteractionistperspectiveonlanguageacquisition?

Unusual:

（1）Jim,thehearingchildrenofdeafparents,hadlittlecontractwithhearing/speakingadultsuptotheageofthreeyearsandninemonths.

（2）HisonlycontractwithorallanguagewasthroughTV.

（3）HisparentsdidnotusesignlanguagewithJim

Support:

（1）Interactionismfocusontheroleofthelinguisticenvironmentininteractionwiththechild’sinnatecapacitiesindetermininglanguagedevelopment.AndVygotskythoughtwasessentiallyinternalizedspeech,andspeechemergedinsocialinteraction.

（2）Jim’sonlycontractwithorallanguagewasthroughTV,whichcannotgiveimmediateadjustmentfortheneedsofJim.ButwhenJimbeganconversationswithsessionswithanadult,hisexpressiveabilitiesbegantoimprove.Bytheageoffouryearsandtwomonths,mostoftheunusualspeechpatternshaddisappeared,replacedbystructuresmoretypicalofJim’sage.

10.StatetheContrastiveAnalysisHypothesis（CAH）andexplainwhyitisoftenlinkedtothebehaviouristtheory.Whatareitslimitations?

（1）TheCAHwasputforwardbyDr.RobertLadoanditpredictsthatwheretherearesimilaritiesbetweenthefirstandsecondlanguage,thelearnerwillacquiresecondlanguagestructureswithease;wheretherearedifferences,thelearnerwillhavedifficulty

（2）TheCAHisbasedonthebehaviouristicpsychology.Itholdsthatlanguagedevelopmentisviewedastheformationofhabits;itisassumedthatapersonlearningasecondlanguagestartsoffwiththehabitsformedinthe