二语习得引论 读书笔记 chapter 1-2

一 概论Chapter 1. Introducing SLA1. Second language acquisition (SLA)2. Second language (L2)（也可能是第三四五外语） also commonly called a target language (TL)Refers to: any language that is the aim or goal of learning.ScopesTakes place inExamplesInformal L2 learningNaturalistic contexts“pick up”InteractingFormal L2 learningClasses or coursesClassesL2 learning that involves a mixture of formal and informal learningNaturalistic contexts combined with Classes or coursesInteracting and learning in classes at the same time3. Basic questions:1). What exactly does the L2 learner come to know?2). How does the learner acquire this knowledge?3). Why are some learners more successful than others?Different answers from different fieldsFieldsEmphasizeLinguistsCharacteristics of the differences and similarities in the languages that are being learned;The linguistic competence (underlying knowledge) and linguistic performance (actual production).Psychologists and psycholinguistsThe mental or cognitive processes involved in acquisition;The representation of languages in the brain.SociolinguistsVariability in learner linguistic performance;Communicative competence (pragmatic competence).Social psychologistsGroup-related phenomena;The interactional and larger social contexts of learning.Applied linguists about SLAAny one or more perspectives above;Theory and research for teaching.4. 3 main perspectives:linguistic; psychological; social.Only one (x) Combine ()Chapter 2. Foundations of SLA. The world of second languages1. Multi-; bi-; mono- lingualism1) Multilingualism: the ability to use 2 or more languages. (bilingualism: 2 languages; multilingualism: 2)2) Monolingualism: the ability to use only one language.3) Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4) Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2. People with multicompetence (a unique combination) 2 monolingualsWorld demographic shows: 3. Acquisition 4. The number of L1 and L2 speakers of different languages can only be estimated.1) Linguistic information is often not officially collected.2) Answers to questions seeking linguistic information may not be reliable.3) A lack of agreement on definition of terms and on criteria for identification. The nature of language learning1. L1 acquisition1). L1 acquisition was completed before you came to school and the development normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the school years.TimeChildren will 6 months (infant)Produce all of the vowel sounds and most of the consonant sounds of any language in the world.Learn to discriminate the among the sounds that make a different in the meaning of words (the phonemes) 3 years oldMaster an awareness of basic discourse patterns 3 years oldMaster most of the distinctive sounds of L1 what could be learned from the input.2) Constraints and principles cannot be learned.3) Universal patterns of development cannot be explained by language-specific input.w Children often say things that adults do not.w Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.w Patterns of childrens language development are not directly determined by the input they receive. Frame works for SLA1950s1960s1970s1980s1990sLStructuralismTransformational-Generative GrammarFunctionalismPrinciples and Parameters ModelMinimalist ProgramPBehaviroismNeurolinguistics Information ProcessingHumanistic modelsConnectionismprocessabilitySSociocultural theoryEthnography of Communication Variation TheoryAcculturation Theory Accommodation TheorySocial PsychologyPerspectiveFocusFrameworkLinguisticInternalTransformational-Generative Grammar; Principles and Parameters Model; Minimalist ProgramExternalFunctionalismPsychologicalLanguages and the BrianNeurolinguisticsLearning processesInformational Processing;Processabil