第二语言习得概论-考研复习

1、 1. SLA (Second Ianguage acquisition) is the process by which a Ianguageother than the mother ton g u e i s l e a r nt in a n at u r a l se 11 i ng o r in a classroom. 2. Acquisiti on vs. Lear ning (Krashe n1982)Acquisiti onLear ningimplicit, subc on sciousexplicit, con sciousin formal situati onsfo

2、rmal situati onsuses grammatical feeluses grammatical rulesdepe nds on attitudedepe nds on aptitudestable order of acquisiti onsimple to complex order of lear ningAcquisiti on refers to the lear ning of a Ian guage uncon sciously un der n atural sett ings where lear ners pay attention only to the me

3、anings or contents rather than forms or grammars.Learning refers to the learning of a Ianguage consciously under educational settings where learners mainly pay atte nti on to forms or grammars.3. Factors affect ing SLASocial factors (external factors)Lear ner factors (internal factors)Social factors

4、 (external factors)Social con textLan guage policy and the attitude of the public sector;Social dema ndWith the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another Ianguage is an indispensable quality of educated people

5、Lear ner factors (in ternal factors)Motivation , Age , Learning strategy4. Behaviorist learning theoryBehaviorist lear ning theory is a gen eral theory of lear ning (i.e. it applies to all kinds of lear ning, not just Ian guage lear nin g).It views learning as the formation of habits. The associatio

6、n of a particular response with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linked with a particular response.When applied to SLA, the process of second language acquisition is regarded as a process of habit formation.5. The causes of errors ac

7、cording to behaviorismDifferences between the first and second language create learning difficulty which results in errors.Behaviorist learning theory predicts that transfer will take place from the first to the second language.Transfer will be negative when there is proactive inhibition. In this ca

8、se errors will result.Errors, according to behaviorist theory, were the result of non-learning, rather than wrong learning.The means used to predict potential errors by behaviorists isContrastive Analysis.6. StructuralismLanguage was viewed as a coded system consisting of structurally related elemen

9、ts (phonemes, morphemes, words, structures and sentence patterns)7. What is contrastive analysis (CA)?Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. It involves the comparison of two or more languages or subsystems of languages in order t

10、o determine both the differences and similarities between them. It could also be done within one language. Contrastive analysis can be both theoretical and applied according to varied purposes.8. Contrastive Analysis Hypothesis (CAH)Contrastive analysis is a way of comparing languages in order to de

11、termine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in an L2 situation.According to CAH, L2 errors are result of differences between the learner s first language and the target language. The strong form of the hypothesis claims

12、 that these differences can be used to predict all errors that will occur. The weak form of the hypothesis claims that these differences can be used to identify some out of the total errors that actually arise.9.difference vs difficulty“ Difference ” is a linguistic concept, whereas“ difficulty” is

13、a psychological concept. Therthe level of learning difficulty cannot be inferred directly from the degree of difference between two language systems.10. Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign language learners (LongmanDictionary of Applied Li

14、nguistics, p.96).It involves collecting samples of learner language, identifying the errors in these samples, describing these errors, classifying them according to their hypothesized causes, and evaluating theirs seriousness.11. Interlingual error: deviated forms resulting from the interference of

15、one, or tshLe1negativetransfer of one s mother tongue.Intralingual error: deviated forms in learner language that reflect learnerstransitionalcompetence and which are the results of such learning process as overgeneralization. con fusi on of L2 rules12. Factors causing errors1. Language transfer2. O

16、vergeneralization3. Learner differences3. Strategies in L2 learning5. Strategies of L2 communicatione.g. The two students changed eyes and eyebrows in class.13. Types of learner strategyLearning strategy, Production strategy 表达策略 Communication strategy:Communication strategies are employed when lear

17、ners are faced with the task of communicating meanings for which they lack the requisite linguistic knowledge. Typical communication strategies are paraphrase and mime.14. Classifications of learning strategy(Cohen 2006)(2) By function: Metacognitive; Cognitive; Socio-affective(3) By skill: listenin

18、g, speaking, reading, writing, vocabulary, or translation strategies.15. Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of ones production or comprehension, and evaluating learning after an activity is completed.16. Cogn

19、itive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning material.Repetition, Resourcing, Directed physical response, Translation, Grouping, Note-taking , Deduction Recombination,

20、Imagery, Auditory representation, Key word, Contextualization, Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors:group dynamics; attitudes to the teacher and course materials; learning techniques General factors:age; aptitude; cognitive style; motivation; personality

21、18. Motivation Integrative motivation 融合型动机 is present in learners who identify with the target culture, would like to resemble members of the target culture and who would like to participate in the target culture. It is assumed to be based in the personality of the learner.Instrumental orientation

22、工具型动机 refers to those cases where the learners are interested in learning the Ian guage for the possible ben efits, that is, the lear ndr s goal is function al.Resultative motivatio n:因果性动机 Lear ners motivatio n is stro ngly affected by their achieveme nt.In tri nsic motivati on:内在兴趣动机Motivati on as

23、 in tri nsic in terest.Motivati on as a multi-comp onen tial con struct:Motivati on = effort + desire to achieve goal + attitudesTask motivati on: the in terest felt by the lear ner in perform ing differe nt lear ning tasks. 19. Defin iti on in terla nguageInterlanguage is the approximate Ianguage s

24、ystem that the learner constructs for use in com muni catio n through the target la nguage. (Larry Seli nker)It is independent of both the learner s first Ianguage and the target Ianguage.It suggeststhat learnersIanguage is between L1 AND L2 and that it is a continuum along which alllearners travers

25、e. 20.Definition of fossilizationFossilization refers to the state in which the second Ianguage learners stop to learning when their internalized rule system contains rules different from the target Ianguage. That is to say, the in terla nguage stops evolv ing towards the TL.21. Classificatio n of f

26、ossilizati onTemporary fossilizati on: the phe nomenon is alterable un der certa in con diti ons.Perma nent fossilizatio nThis means the learner s Ianguage stops evolving forever. Because stable stage is not real fossilizati on, so there is no real perma nent fossilizati on.22. Causes of fossilizati

27、 onIntern al: Motivati on;Commun icative n eeds;Acquisiti on deviceExter nal:Communi cative pressureLack of learning opport un itiesFeedback:positive cog nitive feedbacks cause fossilizati on ;(e.g.“ Oh,I see ”)n egative feedbacks help to preve nt fossilizatio n.(e.g.1 don t understand you”) 23. Def

28、i ni tio n of UGCook(1985) summarizing the Chomskyan position, defines universal grammar as the properties inherent in the human mind . Universal grammar consists of a set of general principles that apply to all language rather than a set of particular rules.24. MarkednessMarkedness refers to the id

29、ea that some linguistic structures are special or or less basic than others.Linguists working in the Chomskyan school suggest that linguistic rules can either be part of the core grammar (i.e. the universal rules) or be part of the periphery.Core rules are considered to be unmarked and therefore eas

30、ily acquired.Periphery roles are considered to be and therefore different to learn.25. Krashen Ms onitor ModelKrashens monitor model mainly consists of the following five hypothses:(1) Acquisition-Learning Hypothesis:there are two kinds of ways of learning a second language ,i.e., acquisition and le

31、arning.(2) Natural Order Hypothesis:SLA follows a universal route that is not influenced by factors such as the learnersfirstlanguage, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byproduct of learning - tolerate them.Allow learners to m

32、ake errors and do not correct them(3) The Input Hypothesis cIt laims a move along the developmental continuum by receiving comprehensible input.We acquire, only when we understand the structure that is“ a little beyond wher”ewe are nowComprehensible input is defined as L2 input just beyond the Learn

33、ers current L2 competenin terms of its syntactic complexity. If a learners current competence is i then comprehensibleis i+1. In put which is either too simple (i) or too complex (i+2/3/4Will not be useful foracquisition.(4) The affective filter hypothesisSLA is affected by factors like Motivation ,

34、 Self-confidence,Anxiety and so on.Learners who suffer from anxiety or lack of motivation or negative attitude somehow switch off their comprehension mechanisms and so even if they are provided comprehensible input, they will not be able to process the input. Therefore a low affective filter is impo

35、rtant.(5) Monitor hypothesisBoth language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as monitoring.Krashen uses the term Monitoring (with a big M) to refer to the way the learner used learntknowledge to improve utterances produce

36、d by means of acquired knowledge.26. language transferLanguage transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously( and perhaps imperfectly ) acquired. 27. LAD (language acquisition device)The LAD is a

37、system of principles that children are born with that helps them learn language, and accounts for the order in which children learn structures, and the mistakes they make as they learn. 28. critical age period hypothesisIt claims that there a period when language acquisition can take place naturally

38、 and effortlessly, but after a certain age the brain is no longer able to process language input in this. Researchers differ over when the critical period comes to an end. 29. field independent vs. field independentLearners are different in the ways of receiving, conceptualizing, organizing, and rec

39、alling information. Field dependents operate holistically (i.e. they see the field as a whole),Whereas field independents operate analytically (i.e. they see the field in terms of its component parts). 30. input vs. intakeInput refers to the language learners are exposed to.It serves as the data whi

40、ch learners must use to determine the rules of the target language.However, not all available input is processed by the learner, either because some of it is not understood or because some of it is not attended to.That part of input that is processed, assimilated and fed into the interlanguage syste

41、m is referred to as intake. 31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learner s beliefs about factors such as the target language culture, their own culture, their teacher and the learning tasks they are given.Aptitude refers to the specific ability a learner has for learning

42、a second language.Intelligence refers to the general ability to master academic skills.32. competence vs. performanceWhen learners acquire a L2, they internalize rules which are then organized into a system. This constitutes their competence.The actual use of this system to comprehend and produce ut

43、terances is referred to as performance.33. OvergeneralizationIt refers to the extension of some general rule to items not covered by this rule in the target language.34. foreigner talk vs. teacher talkWhen native speakers address learners, they make adjustments in both language form and language fun

44、ction to facilitate understanding. These adjustments are referred to as foreigner talk.When teachers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.35. formulaic speech vs. patternsFormulaic speech consists of ex