第二语言习得概论-考研复习

1、精选优质文档-倾情为你奉上1. SLA (Second language acquisition) is the process by which a language other than the mother tongue is learnt in a natural setting or in a classroom.2. Acquisition vs. Learning (Krashen1982)      Acquisition     Learningimplicit, subcon

2、sciousexplicit, consciousinformal situations formal situationsuses grammatical 'feel' uses grammatical rulesdepends on attitudedepends on aptitudestable order of acquisition simple to complex order of learningAcquisition refers to the learning of a language unconsciously under natural s

3、ettings where learners pay attention only to the meanings or contents rather than forms or grammars.Learning refers to the learning of a language consciously under educational settings where learners mainly pay attention to forms or grammars.3. Factors affecting SLASocial factors (external factors)L

4、earner factors (internal factors)Social factors (external factors)Social context Language policy and the attitude of the public sector;Social demand With the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language

5、is an indispensable quality of educated people Learner factors (internal factors)Motivation ，Age ，Learning strategy4. Behaviorist learning theory Behaviorist learning theory is a general theory of learning (i.e. it applies to all kinds of learning, not just language learning). It views learning as t

6、he formation of habits. The association 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 hab

7、it formation.5. The causes of errors according 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 t

8、here is proactive inhibition. In this case 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 is Contrastive Analysis.6. StructuralismLanguage was viewed as a coded system

9、consisting of structurally related elements (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 langua

10、ges or subsystems of languages in order to 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

11、way of comparing languages in order to determine 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 learners first language and the target language.

12、The strong form of the hypothesis claims 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 lingui

13、stic concept, whereas “difficulty” is a psychological concept. Therefore, the 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 langu

14、age learners (Longman Dictionary of Applied Linguistics, 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: dev

15、iated forms resulting from the interference of ones L1, or the negative transfer of ones mother tongue.Intralingual error: deviated forms in learner language that reflect learners transitional competence and which are the results of such learning process as overgeneralization.confusion of L2 rules12

16、. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Strategies in L2 learning5. Strategies of L2 communication e.g. The two students changed eyes and eyebrows in class.13. Types of learner strategyLearning strategy, Production strategy 表达策略 Communication strateg

17、y: Communication strategies are employed when learners 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: Metacognitiv

18、e; Cognitive; Socio-affective(3) By skill: listening, 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 evaluat

19、ing learning after an activity is completed.16. Cognitive 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, Translatio

20、n, Grouping, Note-taking , Deduction Recombination, Imagery, Auditory representation, Key word, Contextualization, Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors: group dynamics; attitudes to the teacher and course materials; learning techniquesGeneral factors: ag

21、e; aptitude; cognitive style; motivation; personality18. MotivationIntegrative 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 p

22、ersonality of the learner. Instrumental orientation工具型动机refers to those cases where the learners are interested in learning the language for the possible benefits, that is, the learners goal is functional. Resultative motivation:因果性动机 Learners motivation is strongly affected by their achievement.Int

23、rinsic motivation:内在兴趣动机 Motivation as intrinsic interest.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + attitudes Task motivation: the interest felt by the learner in performing different learning tasks. 19. Definition interlanguageInterlanguage is the a

24、pproximate language system that the learner constructs for use in communication through the target language. (Larry Selinker)It is independent of both the learners first language and the target language.It suggests that learners language is between L1 AND L2 and that it is a continuum along which al

25、l learners traverse.20.Definition of fossilizationFossilization refers to the state in which the second language learners stop to learning when their internalized rule system contains rules different from the target language. That is to say, the interlanguage stops evolving towards the TL.21. Classi

26、fication of fossilizationTemporary fossilization: the phenomenon is alterable under certain conditions.Permanent fossilization This means the learners language stops evolving forever. Because stable stage is not real fossilization, so there is no real permanent fossilization.22. Causes of fossilizat

27、ionInternal: Motivation; Communicative needs; Acquisition deviceExternal: Communicative pressure Lack of learning opportunities Feedback: positive cognitive feedbacks cause fossilization ; (e.g. “Oh,I see”)negative feedbacks help to prevent fossilization. (e.g. “I dont understand you” )23. Definitio

28、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. Markedness Markedness refers to the idea that s

29、ome linguistic structures are special or less natural 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 therefo

30、re easily acquired.Periphery roles are considered to be and therefore different to learn.25. Krashens Monitor Model Krashens 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

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

32、ners to make 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” where we are nowComprehensible input is defined as L2 input just beyo

33、nd the Learners current L2 competence, in terms of its syntactic complexity. If a learners current competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2/3/4) will not be useful for acquisition. (4) The affective filter hypothesisSLA is affected by

34、 factors like Motivation, 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 lo

35、w affective filter is important.(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 learnt knowledge t

36、o improve utterances produced 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 acqui

37、sition device) The LAD is a 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 acquisiti

38、on can take place naturally 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, conceptua

39、lizing, organizing, and recalling 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. intake Input refers to the language learners are exposed to

40、.It serves as the data which 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

41、into the interlanguage system is referred to as intake.31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learners 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

42、 learner has for learning a second language.Intelligence refers to the general ability to master academic skills.32. competence vs. performance When learners acquire a L2, they internalize rules which are then organized into a system. This constitutes their competence. The actual use of this system

43、to comprehend and produce utterances is referred to as performance.33. Overgeneralization It refers to the extension of some general rule to items not covered by this rule in the target language. 34. foreigner talk vs. teacher talk When native speakers address learners, they make adjustments in both

44、 language form and language function 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. patterns Formulaic speech consists of expressions wh