SLA二语习得重要问题总结教案资料Word下载.docx

1、 instructed learning that takes place in classrooms.3.In formal L2 lear ning: SLA that takes place in n aturalistic con texts.4.First Ianguage/native Ianguage/mother tongue （L1）: A Ianguage that is acquired naturally in early childhood, usually because it is the primary Ianguage of a childwho grows

2、up in a multilingual setting may have more than one “first ” Ianguage.5.Second Ianguage （L2）: In its general sense, this term refers to any Ianguage that is acquired after the first Ianguage has been established. In its specific sense, this term typically refers to an additi onal Ian guage which is

3、lear ned with in a con text where it is societally dominant and needed for education, employment, and other basic purposes. The more specific sense con trasts with foreig n Ian guage, library Ian guage, auxiliary （帮 助的，辅助的）Ianguage, and Ianguage for specific purposes.6.Target Ianguage: The Ianguage

4、that is the aim or goal of learning.7.Foreign Ianguage: A second Ianguage that is not widely used in the learnerssocial con text, but rather one that might be used for future travel or other cross-cultural com muni cati on situati ons, or one that might be studied as a curricular requireme nt or ele

5、ctive in school with no immediate or necessary practical application.8.Library Ianguage: A second Ianguage that functions as a tool for further learning,especially when books and journals in a desired field of study are not commonly published in the learner s L1.9.Auxiliary Ianguage A second Ianguag

6、e that learners need to know for some official functions in their immediate sociopolitical setting. Or that they will need for purposes of wider com muni catio n, although their first Ian guage serves most other n eeds in their lives.10.Li nguistic compete nee: The un derly ing kno wledge that speak

7、ers/hearershave of a Ian guage. Chomsky dist in guishes this from lin guistic performa nee.11.Li nguistic performa nee: The use of Ian guage kno wledge in actual producti on.12.Communicative competence: A basic tenet （原则、信条、教条 ） of sociolinguistics defined as “ whata speaker needs to know to communi

8、cate appropriately within a particular language community Saville”-Tr（oike 2003）13.Pragmatic competence: Knowledge that people must have in order to interpret and convey meaning within communicative situations.14.M ultilingualism: The ability to use more than one language.15.M onolingualism: The abi

9、lity to use only one language.16.Simultaneous multilingualism: Ability to use more than one language that were acquired during early childhood.17.Sequential multilingualism: Ability to use one or more languages that were learned after L1 had already been established.18.I nnate capacity:A natural abi

10、lity, usually referring to children s natural abilityacquire language.19.Child grammar: Grammar of children at different maturational levels that is systematic in terms of production and comprehension.20.Initial state: The starting point for language acquisition; it is thought to include the underly

11、ing knowledge about language structures and principles that are in learners at the very start of L1 or L2 acquisition.21.I ntermediate state: It includes the maturational changes which take place in “ child grammar ” , and the L2 developmental sequence which is known as learner language.22.Final sta

12、te: The outcome of L1 and L2 leaning, also known as the stable state of adult grammar.23.Positive transfer: Appropriate incorporation of an L1 structure or rule in L2 structure.24.Negative transfer: Inappropriate influence of an L1 structure or rule on L2 use. Also called interference.25.Poverty-of-

13、the-stimulus: The argument that because language input to children is impoverished and they still acquire L1, there must be an innate capacity for L1 acquisition.26.Structuralism: The dominant linguistic model of the 1950s, which emphasized the description of different levels of production in speech

14、.27.Phonology: The sound systems of different languages and the study of such systems generally.28.Syntax: The linguistic system of grammatical relationships of words within sentences, such as ordering and agreement.29.Semantics: The linguistic study of meaning.30.Lexicon: The component of language

15、that is concerned with words and their meanings.31.Behaviorism: The most influential cognitive framework applied to language learning in the 1950s. It claims that learning is the result of habit formation.32.Audiolingual method: An approach to language teaching that emphasizes repetition and habit f

16、ormation. This approach was widely practiced in much of the world until at least the 1980s.33.Transformational-Generative Grammar: The first linguistic framework with an internal focus, which revolutionized linguistic theory and had profound effect on both the study of first and second languages. Ch

17、omsky argued effectively that the behaviorist theory of language acquisition is wrong because it cannot explain the creative aspects of linguistic ability. Instead, humans must have some innate capacity for language.34.Principles and Parameters （model）: The internally focused linguistic framework th

18、at followed Chomsky Trasnsformational-Generative Grammar. It revised specifications of what constitutes innate capacity to include more abstract notions of general principles and constraints common to human language as part of a Universal Grammar.35.M inimalist program: The internally focused lingui

19、stic framework that followed Chomsky Ps rinciples and Parameters model. This framework adds distinctions between lexical and functional category development, as well as more emphasis on the acquisition of feature specification as a part of lexical knowledge.36.Functionalism: A linguistic framework w

20、ith an external focus that dates back to the early twentieth century and has its roots in the Prague School布拉格学派）of Eastern Europe.It emphasizes the information content of utterances and considers language primarily as a system of communication. Functionalist approaches have largely dominated Europe

21、an study of SLA and are widely followed elsewhere in the world.37.Neurolinguistics: The study of the location and representation of language in the brain, of interest to biologists and psychologists since the nineteenth century and one of the first fields to influence cognitive perspectives on SLA w

22、hen systematic study began in 1960s.38.Critical period: The limited number of years during which normal L1 acquisition is possible.39.Critical Period Hypothesis: The claim that children have only a limited number of years during which they can acquire their L1 flawlessly; if they suffered brain dama

23、ge to the language areas, brain plasticity in childhood would allow other areas of the brain to take over the language functions of the damaged areas, but beyond a certain age, normal language development would not be possible. This concept is commonly extended to SLA as well, in the claim that only

24、 children are likely to achieve native or near-native proficiency in L2.40.Information processing （IP）: A cognitive framework which assumes that SLA （like learning of other complex domains） proceeds from controlled to automatic processing and involves progressive reorganization of knowledge.41.Conne

25、ctionism: A cognitive framework for explaining learning processes,beginning in the 1980s and becoming increasingly influential. It assumes that SLA results from increasing strength of associations between stimuli and responses.42.Variation theory: A microsocial framework applied to SLA that explores

26、 systematic differe nces in lear ner producti on which depe nd on con texts of use.43.Accommodatio n theory: A framework for study of SLA that is based on the no ti on that speakers usually unconsciously change their pronunciation and even the grammatical complexity of senten ces they use to sound m

27、ore like whomever they are talki ng to.44.Sociocultural theory （SCT）: An approach established by Vygotsky which claims that interaction not only facilitates Ianguage learning but is a causative force in acquisition. Further, all of learning is seen as essentially a social process which is grounded i

28、n sociocultural sett in gs.45.Eth no graphy（人种论、民族志）of com muni catio n: A framework for an alysis of Ianguage and its functions that was established by Hymes（1966）. It relates Ianguage use to broader social and cultural con texts, and applies eth no graphic methods of data collecti on and in terpre

29、tati on to study of Ian guage acquisiti on and use.46.Acculturation（文化适应）:Learning the culture of the L2 community and adapting to those values and behavior patter ns.as ide ntity and status which determ ine social and psychological dista nee betwee n lear ner and target Ian guage populati ons. He c

30、laims these in flue nee outcomes of SLA.48.Social psychology: A societal approach in research and theory that allows exploratio n of issues such as how ide ntity, status, and values in flue nce L2 outcomes and why. It has disciplinary ties to both psychological and social perspectives.PART TWO: Shor

31、t & Long an swers:Chapter 11.What are the similarities and differences between linguists, psycholinguist, socioli nguists and social psycholi nguists? P3（1）Linguists emphasize the characteristics of the differences and similarities in the Ian guages that are being lear ned, and the lin guistic compete nce （un derly ing kno wledge） and lin guistic performa nce （actual producti on） of lear ners at various stages of acquisiti