SLA二语习得重要问题总结.docx

1、SLA二语习得重要问题总结SLA 期末考试提纲Week 9Chapter 1 Introducing Second Language Acquisition Chapter 2 Foundations of Second Language AcquisitionPART ONE: Definition:1. Second Language Acquisition (SLA): a term that refers both to the study of individuals and groups who are learning a language subsequent to learn

2、ing their first one as young children, and to the process of learning that language.2. Formal L2 learning: instructed learning that takes place in classrooms.3. Informal L2 learning: SLA that takes place in naturalistic contexts.4. First language/native language/mother tongue (L1): A language that i

3、s acquired naturally in early childhood, usually because it is the primary language of a childs family. A child who grows up in a multilingual setting may have more than one “first” language.5. Second language (L2): In its general sense, this term refers to any language that is acquired after the fi

4、rst language has been established. In its specific sense, this term typically refers to an additional language which is learned within a context where it is societally dominant and needed for education, employment, and other basic purposes. The more specific sense contrasts with foreign language, li

5、brary language, auxiliary (帮助的，辅助的) language, and language for specific purposes.6. Target language: The language that is the aim or goal of learning.7. Foreign language: A second language that is not widely used in the learners immediate social context, but rather one that might be used for future

6、travel or other cross-cultural communication situations, or one that might be studied as a curricular requirement or elective in school with no immediate or necessary practical application.8. Library language: A second language that functions as a tool for further learning, especially when books and

7、 journals in a desired field of study are not commonly published in the learners L1.9. Auxiliary language: A second language that learners need to know for some official functions in their immediate sociopolitical setting. Or that they will need for purposes of wider communication, although their fi

8、rst language serves most other needs in their lives.10. Linguistic competence: The underlying knowledge that speakers/hearers have of a language. Chomsky distinguishes this from linguistic performance.11. Linguistic performance: The use of language knowledge in actual production.12. Communicative co

9、mpetence: A basic tenet (原则、信条、教条) of sociolinguistics defined as “what a speaker needs to know to communicate appropriately within a particular language community” (Saville-Troike 2003)13. Pragmatic competence: Knowledge that people must have in order to interpret and convey meaning within communic

10、ative situations.14. Multilingualism: The ability to use more than one language.15. Monolingualism: The ability 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 on

11、e or more languages that were learned after L1 had already been established.18. Innate capacity: A natural ability, usually referring to childrens natural ability to learn or acquire language.19. Child grammar: Grammar of children at different maturational levels that is systematic in terms of produ

12、ction and comprehension.20. Initial state: The starting point for language acquisition; it is thought to include the underlying knowledge about language structures and principles that are in learners heads at the very start of L1 or L2 acquisition.21. Intermediate state: It includes the maturational

13、 changes which take place in “child grammar”, and the L2 developmental sequence which is known as learner language.22. Final state: 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 stru

14、cture.24. Negative transfer: Inappropriate influence of an L1 structure or rule on L2 use. Also called interference.25. Poverty-of-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. Str

15、ucturalism: The dominant linguistic model of the 1950s, which emphasized the description of different levels of production in speech.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

16、 within sentences, such as ordering and agreement.29. Semantics: The linguistic study of meaning.30. Lexicon: The component of language 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

17、learning is the result of habit formation.32. Audiolingual method: An approach to language teaching that emphasizes repetition and habit formation. This approach was widely practiced in much of the world until at least the 1980s.33. Transformational-Generative Grammar: The first linguistic framework

18、 with an internal focus, which revolutionized linguistic theory and had profound effect on both the study of first and second languages. Chomsky argued effectively that the behaviorist theory of language acquisition is wrong because it cannot explain the creative aspects of linguistic ability. Inste

19、ad, humans must have some innate capacity for language.34. Principles and Parameters (model): The internally focused linguistic framework that followed Chomskys Transformational-Generative Grammar. It revised specifications of what constitutes innate capacity to include more abstract notions of gene

20、ral principles and constraints common to human language as part of a Universal Grammar.35. Minimalist program: The internally focused linguistic framework that followed Chomskys Principles and Parameters model. This framework adds distinctions between lexical and functional category development, as

21、well as more emphasis on the acquisition of feature specification as a part of lexical knowledge.36. Functionalism: A linguistic framework with 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 informa

22、tion content of utterances and considers language primarily as a system of communication. Functionalist approaches have largely dominated European 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,

23、of interest to biologists and psychologists since the nineteenth century and one of the first fields to influence cognitive perspectives on SLA when systematic study began in 1960s.38. Critical period: The limited number of years during which normal L1 acquisition is possible.39. Critical Period Hyp

24、othesis: The claim that children have only a limited number of years during which they can acquire their L1 flawlessly; if they suffered brain damage 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, bu

25、t 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 children are likely to achieve native or near-native proficiency in L2.40. Information processing (IP): A cognitive framework which assumes that SLA (li

26、ke learning of other complex domains) proceeds from controlled to automatic processing and involves progressive reorganization of knowledge.41. Connectionism: A cognitive framework for explaining learning processes, beginning in the 1980s and becoming increasingly influential. It assumes that SLA re

27、sults from increasing strength of associations between stimuli and responses.42. Variation theory: A microsocial framework applied to SLA that explores systematic differences in learner production which depend on contexts of use.43. Accommodation theory: A framework for study of SLA that is based on

28、 the notion that speakers usually unconsciously change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to.44. Sociocultural theory (SCT): An approach established by Vygotsky which claims that interaction not only facilitates

29、language learning but is a causative force in acquisition. Further, all of learning is seen as essentially a social process which is grounded in sociocultural settings.45. Ethnography(人种论、民族志) of communication: A framework for analysis of language and its functions that was established by Hymes(1966

30、). It relates language use to broader social and cultural contexts, and applies ethnographic methods of data collection and interpretation to study of language acquisition and use.46. Acculturation(文化适应): Learning the culture of the L2 community and adapting to those values and behavior patterns.47.

31、 Acculturation Model/Theory: Schumanns (1978) theory that identifies group factors such as identity and status which determine social and psychological distance between learner and target language populations. He claims these influence outcomes of SLA.48. Social psychology: A societal approach in re

32、search and theory that allows exploration of issues such as how identity, status, and values influence L2 outcomes and why. It has disciplinary ties to both psychological and social perspectives.PART TWO: Short & Long answers:Chapter 11. What are the similarities and differences between linguists, psycholinguist, sociolinguists and social psycholinguists P3（1）Linguists emphasize the characteristics of the differences and similarities in the languages that are being learned, and the linguistic competence (underlying knowledge) and linguistic performance (actual production