语习得引论读书笔记

1、主要研究成果I . The n ature of la nguageChapter 3. The lin guistics of SLAn . Early approaches to SLA1. Con trastive An alysis (CA)1) . as a begi nning of the survey: aspects of its procedures are still in corporated in more rece nt approaches.It in troduced the in flue nce of L1 on L2 (Chomsky)2) . CA: a

2、n approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differe nces.(Based on idealized linguistic structures attributed to native speakers of L1 and L2)3) . i nflue need by Structuralism and Behaviori

3、sm.4) . Goal of CA was primarily pedagogical in n ature: to in crease efficie ncy in L2 teachi ng and testi ng.5) . Process: Describing L1 and L2 at different level Analyzing comparable segme nt of the Ian guage for eleme nts that may cause problems for lear ners (in terfere nce)Types of in terfere

4、nceExamplessame form and meaning; differe nt distributi onla s paloma s bla nca s (Spa ni sh) the white dove ssame meaning; differe nt formkittie s小猫们same meaning; differe nt form and distributi onwater (n. v.) 水(名)different form; partial overlap in meaningleg腿，蹄，下肢similar form; differe nt meaningas

5、istir (Spanish“ to attend )assist (English“ to help )6) . Assessme nt:Cannot explai n the logical problem of Ian guage lear ning (how lear ners know more than they' ve heard and been taught)Not always validated by evide nce from actual lear ner errors.Stimulated the preparati on of comparative g

6、rammarIts analytic procedures have been usefully applied to descriptive studies and to tran slati on2. Error an alysis (EA)1) . EA: the first approach to the study of SLA which in cludes aninternal focus on lear ner ' s creative ability to con struct Ian guage. (based on the description and anal

7、ysis of actual learner errors inL2)2) . CA 宀 EAPredictions by CA not always correct; many real learner errors are not transferred from L1Focus on surface-level forms and patter ns un derly ing rulesBehaviorism men talism (emphasis on the inn ate capacity)Teachi ng concerns as motivati onJ3) . Proced

8、ures for analyzing learner errors:Collection of a sample of learner languageIdentification of errorsDescription of errorsExplanation of errorsEvaluation of errors4) . ShortcomingsAmbiguity in classificationLack of positive dataPotential for avoidance3. Interlanguage (IL)1) . IL refers to the interme

9、diate states (interim grammars) of a learner ' s language as it moves toward the target L2.2) . Characteristics:SystematicDynamicVariableReduced system, both in form and function3) . Differences between SLA and L1 acquisition by childrenLanguage transfer from L1 to L2Transfer of training, or how

10、 the L2 is taughtStrategies of 2 nd language learningOvergeneralization of the target language linguistic materials4) . L1 as fossilization for L2 learners:Fossilization: the probability that they ' ll cease their IL development in some respects before they reach target language norms, in spite

11、of continuing L2 input and passage time.Relates to: the age of learning; social identity; communicative need.4. Morpheme order studies1) . Refers to ：an important Q in the study of SLA, whether there is a natural order (or universal sequence) in the grammatical development of L2 learners.2) . Inflec

12、tion: it adds one or more units of meaning to the base form of a word, to give it a more specific meaning. (plural nouns, past tense etc.)3) . The order of morpheme acquisition reported was similar in L1 and L2It supports an Identity Hypothesis (L1=L2): that processes involved in L1 andL2 acquisitio

13、n are the same.4) . The concept of natural order remains very important for understanding SLA. (both from linguistic and cognitive approaches)5. Monitor model1) . One of the last of the early approaches which has an internal focus in the Monitor Model.(Stephen Krashen)2) . It explicitly and essentia

14、lly adopts the notion of a language acquisition device (LAD) (Chomsky used for children ' s innate knowledge of language)3) . Krashen ' s approach: 5 hypotheses6. Consensus:1) . What is being acquired in SLA is a“rule0governed languagesystems2) . How SLA take place involves creative mental p

15、rocesses.3) . Why some learners are more (less) successful in SLA than others relates primarily to the age of the learner.in . Uni versal Grammar (UG)1. UG (Chomsky): what all languages have in common.1) . Two important concepts linguistic competence (speaker-hearers ' underlying knowledge of la

16、nguage) needs to be accounted for LA such knowledge of language > what could be learned from the input. (the logic problem of language learning/ the poverty-of-the stimulus argument)2) . The nature of speaker-hearers ' competence in native language can be explained only by innate knowledge th

17、at human genetically endowed with.3) . The innate knowledge is in the language facultyLanguage faculty: a component of the human mind, physically represented in the brain and part of the biological endowment of the species.2. Principles and Parameters1) . With Chomsky ' s reconceptualization of

18、UG in the Principles and Parameters framework often called the Government and Binding (GB) model and the subsequent introduction of the Minimalist program, there came a new idea about the acquisition process.2) . UG has been conceptualized as a set of principles which are properties of all languages

19、 in the world. Some of these principles containparameters3) . What is acquired in L1 acquisition (not UG itself):LA includes a process of selecting among the limited parametric options in UG that match the settings which are encountered in linguistic input.4) . How acquisition occurs for children: n

20、atural; instinctive; internal to the cognitive system5) . Why some learners are more successful:Irrelevant with L1 acquisition, for all native speakers attain essentially the same final state. (For SLA, attitudes; motivation and social context matters)3. UG and SLAStatesUGSLAn itial stateMake parame

21、tric choices that are appropriate for L1 (Guided by UG)L1 tran sferNatureanddevelopme ntofn terla nguage=inal stateNative Ian guage; sameWhy more successful releva nt to L2:The degree of access to UGRelati on ships betwee n L1&L2 differe ntial tran sfer or in terfere nee L2 in put quality Degree

22、 of percepti on Degree of specification for lexical featuresIV . Fun cti onal approaches1. Fun cti onal approach1) . Based on: the framework of Fun cti on alism2) . Characteristics of fun cti onal approaches to SLAFocus on the use of language in real situations (performanee) and underlying kno wledg

23、e (compete nee)Assumpti on: purpose of Ian guage is com muni cati on; LA and SLA require com muni cative useConcern about the senten ce, discourse structure, how Ian guage is used in in teracti on; in clude aspects of com muni cati on bey ond Ian guageSystemic linguistics Systemic linguistics is a m

24、odel for analyzing Ianguage in terms of the in terrelated systems of choices that are available for express ing meaning.“ Ian guage acquisiti on n eeds to be see n as the mastery of lin guistic fun cti ons 2) . What Ian guage lear ners acquire: meaning pote ntial3) . Process of acquisiti on:masteri

25、ng certa in basic fun cti ons of la nguage develop ing a meaning pote ntial for each4) . pragmatic fun cti ons developme nt in L1 acquisiti on: in strume ntal regulatoryt interactional personal heuristic imagination representational5) . linguistic structures: directly reflections of the functions th

26、at Ianguage serves; related to the social and pers onal n eeds2. Fun cti onal TypologyBased on: the comparative study of a wide range of the world' sIan guage2) . Goal: to describe patter ns of similarities and differe nces among Ian guages; to determ ine which types and patter ns occur more/les

27、s freque ntly or are uni versal in distribution.3) . Application: why some L2 constructions are more/less difficult than others for L2 lear ners to acquire; for the selectivety of crossli nguistic in flue nee or tran sfer4) . importa nt con cept: marked ness (deals with whether any specific feature

28、of Ian guage is marked or unm arked)5) . Marked ness differe ntial predicti on for SLAFeature in L1Feature in L2Predicti onMarkedUnm arked (com mon)L2 feature will be easy to lear nL1 feature will not tran sfer to L2Unm arkedMarkedL1 feature will tran sfer to L2In L1 acquisiti on, unm arked before m

29、arkedIn SLA, unmarked elements are easier to master than marked ones.6) . Compared with CA:Fun cti onal typology goes bey ond the surface-level structural (CA) to more abstract patter ns, prin ciples and con stra in ts;the Marked ness Differe ntial Hypothesis7) . implicati ons:some aspects of some I

30、an guages are more difficultwhy some types and patter ns of features are more/less freque nt in n ative andn-J2 d language (factors: perceptual salienee, ease of cognitive processing, physical con stra in ts, com muni cative n eeds)3. Fun cti on-to-form mapp ing1) . Basic con cept: L1 and L2 acquisi

31、ti on in volves a process of grammaticalizatio n.2) . Grammaticalization: a grammatical function is first conveyed by shared extrali nguistic kno wledge and inferencing based on the con text of discourse, then by a lexical word, and only later by a grammatical marker.Drive n by: com muni cative n eed and use.Related to : the developme nt of more efficie nt cog nitive process3) . Pragmatic mode: a style of express ing meaning which relies more on con text.Syn tacti