二语习得引论读书笔记chapter12

1、二语习得引论读书笔录 chapter12概论Chapter 1. Introducing SLA1. Second language acquisition (SLA)2. Second language (L2)也可能是第三四五夕卜语also commonly called a target language (TL)Scopes1Takes place inExamplesInformal L2 learningNaturalistic contextspick up InteractingFormal L2 learningClasses or coursesClassesL2 lear

2、ning that involves a mixture of formal and informal learningNaturalisticcontextscombined with Classes or coursesInteracting and learning in classes at the same time3. Basic questions:1) . What exactly does the L2 learner come to know2) . How does the learner acquire this knowledge3) . Why are some l

3、earners more successful than othersFields EmphasizeLinguistsCharacteristics of the differences and similarities in the languages that are being learned;4.Psychologists andpsycholinguists SociolinguistsSocialpsychologistsApplied linguists about SLAThe linguistic competence (underlying knowledge) and

4、linguistic performance (actual production).The mental or cognitive processes involved in acquisition;The representation of languages in the brain.Variability in learner linguistic performance;Communicative competence (pragmatic competence). Group-related phenomena;The interactional and larger social

5、 contexts of learning.Any one or more perspectives above;3 main perspectives:linguistic; psychological; social.Only one (x) Combine ( V )Chapter 2. Foundations of SLAI . The world of second languages1. Multi-; bi-; mono- lingualism1) Multilingualism: the ability to use 2 or more languages. (bilingua

6、lism: 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 onl

7、y one language.2. People with multicompetence (a unique combination) 半 2 monolingualsWorld demographic shows:3. Acquisition4. 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 ling

8、uistic information may not be reliable.3) A lack of agreement on definition of terms and on criteria for identification.n . The nature of language learning1. L1 acquisition1) . L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort

9、.2) . Complex grammatical patterns continue to develop through the school years.Time| Children willi1< 6 months (infant) Produce all of the vowel sounds and most of the consonant sounds of any language in the world.I Learn to discriminate the among the sounds that make a different in the meaning

10、of words (the phonemes)L1< < 3 years old|Master an awareness of basic discourse patterns< 3 years oldIMaster most of the distinctive sounds of L1< 5 or 6 years oldIControl most of the basic L1 grammatical patterns2. The role of natural ability1) Refers to: Humans are born with an innate

11、capacity to learn language.2) Reasons:Children began to learn L1 at the same age and in much the same way. ?master the basic phonological and grammatical operations in L1 at /56. ?can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they p

12、roduce are often systematically different from those of the adults around them.There is a cut-off age for L1 acquisition.L1 acquisition is not simply a facet of general intelligence.3) The natural ability, in terms of innate capacity, is that part of language structure is genetically given to every

13、human child.3. The role of social experience1) A necessary condition for acquisition: appropriate social experience (includingL1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may have little effect.3) Sources of L1 input and interaction vary for cultural and so

14、cial factors.4) Children get adequate L1 input and interaction fsources has little effect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input fpronunciationin . L1 vs. L2 learningL1L21. L1 and L2 development:Initial stateInnat

15、e capacityStatesInnate capacity; L1 knowledge;World knowledge; Interaction skillsIntermediate statesBasicprocessesNecessary conditionsChildgrammarMaturationInput reciprocalLearnerlanguage(interlangu age-IL)TransferInputinteractionFacilitatingconditionsFeedback; aptitude;motivation;instruction ?Final

16、 stateNative competenceMultilingual competence2. Understanding the statesIV . The logical problem of language learning1. Noam Chomsky:1) innate linguistic knowledge must underlie language acquisition2) Universal Grammar2. The theory of Universal Grammar:Reasons:1) Children sknowledge of language >

17、; what could be learned from the input.2) Constraints and principles cannot be learned.3) Universal patterns of development cannot be explained by languagespecific input.Children often say things that adults do not.Children use language in accordance with general universal rules of language though t

18、hey have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.Patterns of children ' slanguage development are not directly determined by the input they receive.V . Frame works for SLAw 1950s1960s1970s1980s1990sLStructuralismTransformational -GenerativeGrammarFunctionalismPrinciples andParametersModelMinimalistProgramPBehaviroismNeurolinguisticsInf