二语习得复习汇总汇编

1、1. AGeneralReviewI.Short&Longanswerswhatisthedifferencebetweenmonolingualandmultilingualcommunicativecompetence?Differencesebetweenmonolingualandmultilingualcommunicativecompetencearedueinparttothedifferentsocialfunctionsoffirstandsecondlanguagelearning,andtothedifferencesbetweenlearninglanguage

2、andlearningculture.Thedifferencesofthecompetencebetweennativespeakersandnonativespeakersincludestructuraldifferencesinthelinguisitcsystem,differentrulesforusageinwritingorconversation,andevensomewhatdivergentmeaningsforthe"sameiexicalforms.Further,amultilingualspeaker'toialcommunicativecomp

3、etencediffersfromthatofamonolingualinincludingknowledgeofrulesfortheappropriatechoiceoflanguageandforswitchingbetweenlanguages,givenaparticularsocialcontextandcommunicativepurpose.2. whatarethemicrosocialfactorsthataffectSLA?3. L2variationb)inputandinteractionc)interactionasthegenesisoflanguageWhati

4、sthedifferencebetweenlinguisticcompetence&communicativecompetence(CC)?Linguisticcompetence-Itwasdefinedin1965byChomskyasaspeaker'sunderlyingabilitytoproducegrammaticallycorrectexpressions.Linguisticcompetencereferstoknowledgeoflanguage.Theoreticallinguisticsprimarilystudieslinguisticcompeten

5、ce:knowledgeofalanguagepossessedby-listenernideal.speakCommunicativecompetence-Itisaterminlinguisticswhichrefersto"whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”,suchasalanguageuser'sgrammatisyhtanowledgecmorphology,phonologyandthelike,aswellassocialkno

6、wledgeabouthowandwhentouseutterancesappropriately.4. WhyisCCinL1differentfromL2?L1learningforchildrenisanintegralpartoftheirsociolizationintotheirnativelanguagecommunity.L2learningmaybepartofsecondculturelearningandadaptation,buttherelationshipofSLAtosocialandculturallearningdiffersgreatlywithcircum

7、stances.5. WhatisAccommodationTheory?HowdoesthisexplainL2variation?Accommodationtheory:Speakers(usuallyunconsciously)changetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.Thisaccountsinpartforwhynativespeakerstendtosimplytheirlanguagewhenthe

8、yaretalkingtoaL2learnerwhoisnotfluent,andwhyL2learnersmayacquiresomewhatdifferentvarietiesofthetargetlanguagewhentheyhavedifferentfriends.6. Discusstheimportanceofinput&interactionforL2learning.Howcouldthisaffectthefeedbackprovidedtostudents?.a)Fromtheperspectiveoflinguisticapproaches:(1)behavio

9、rist:theyconsiderinputtoformthenecessarystimuliandfeedbackwhichlearnersrespondtoandimitate;(2)UniversalGrammar:theyconsiderexposuretoinputanecessarytriggerforactivatinginternalmechanisms;(3)MonitorModel:considercomprehensibleinputnotonlynecessarybutsufficientinitselftoaccountforSLA;a) Fromtheperspec

10、tiveofpsychologicalapproaches:(1)IPframework:considerinputwhichisattendedtoasessentialdataforallstagesoflanguageprocessing;(2)connectionistframework:considerthequantityorfrequencyofinputstructurestolargelydetermineacquisitionalsequencing;b) Fromtheperspectiveofsocialapproaches:interactionisgenerally

11、seenasessentialinprovidinglearnerswiththequantityandqualityofexternallinguisticinputwhichisrequiredforinternalprocessing.ii.OthertypesofinteractionwhichcanenhanceSLAincludefeedbackfromNSswhichmakesNNsawarethattheirusageisnotacceptableinsomeway,andwhichprovidesamodelfor"correctness”.Whilechildre

12、negativeevidenceinL1,anddon'trequireittoachievefullnativecompetence,correctivefeedbackiscommoninL2andmayindeedbenecessaryformostlearnerstoultimatelyreachnative-likelevelsofproficiencywhenthatisthedesiredgoal.7. ExplainZPD.HowwouldscaffoldingputastudentinZPD?ZoneofProximalDevelopment,thisisanarea

13、ofpotentialdevelopment,wherethelearnercanachievethatpotentialonlywithassistance.Mentalfunctionsthatarebeyondanindividual'scurrentlevelmustbeperformedincollaborationwithotherpeoplebeforetheyareachievedindependently.OnewayinwhichothershelpthelearnerinlanguagedevelopmentwithintheZPDisthroughscaffol

14、ding.Scaffoldingreferstoverbalguidancewhichanexpertprovidestohelpalearnerperformanyspecifictask,ortheverbalcollaborationofpeerstoperformataskwhichwouldbetoodifficultforanyoneofthemindividually.Itisnotsomethingthathappenstolearnersasapassiverecipient,buthappenswithalearnerasanactiveparticipant.8. Exp

15、lainwhysomelearnersaremoresuccessfulthanothersfromtheperspectiveofS-Ctheory?TheS-Cframeworksupportstheviewthatsomelearnersmaybemoresuccessfulthanothersbecauseoftheirlevelofaccesstoorparticipationinalearningcommunity,orbecauseoftheamountofmediationtheyreceivefromexpertsorpeers,andbecauseofhowwellthey

16、makeuseofthathelp.9. WhatarethemacrosocialfactorsthatinfluenceSLA?10. GlobalandnationalstatusofL1andL2(2)Boundariesandidentities(3)Institutionalforcesandconstraints(4)Socialcategories(5)CircumstancesoflearningWhataretheadvantagesofyounglearnersandoldlearnersrespectively?YoungL2learnersaremorelikelyt

17、oacquirethelanguageinanaturalisticsetting;theyaremorelikelytousetheL2inhighlycontextualizedface-to-facesituation.OlderlearnerssucceedinSLAtothelevelofbeingabletonativespeakerwhensocialmotivationisstrongenough.11. Whatarethesimilaritiesanddifferencesbetweenlinguists,psycholinguist,sociolinguistsandso

18、cialpsycholinguists?(1) Linguistsemphasizethecharacteristicsofthedifferencesandsimilaritiesinthelanguagesthatarebeinglearned,andthelinguisticcompetence(underlyingknowledge)andlinguisticperformance(actualproduction)oflearnersatvariousstagesofacquisition.(2) Psychologistsandpsycholinguistsemphasizethe

19、mentalorcognitiveprocessesinvolvedinacquisition,andtherepresentationoflanguagesinthebrain.(3) Sociolinguistsemphasizevariabilityinlearnerlinguisticperformance,andextendthescopeofstudytocommunicativecompetence(underlyingknowledgethatadditionallyaccountsforlanguageuse,orpragmaticcompetence).(4) Social

20、psychologistsemphasizegroup-relatedphenomena,suchasidentityandsocialmotivation,andtheinteractionalandlargersocialcontextsoflearning.12. Whatarethedifferencesbetweensecondlanguage,foreignlanguage,librarylanguageandauxiliarylanguage?(1) Asecondlanguageistypicallyanofficialorsocietallydominantlanguagen

21、eededforeducation,employment,andotherbasicpurposes.Itisoftenacquiredbyminoritygroupmembersorimmigrantswhospeakanotherlanguagenatively.Inthismorerestrictedsense,thetermiscontrastedwithothertermsinthislist.(2) Aforeignlanguageisonenotwidelyusedinthelearners'immediatesocialcontextwhichmightbeusedfo

22、rfuturetravelorothercross-culturalcommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool,butwithnoimmediateornecessarypracticalapplication.(3) Alibrarylanguageisonewhichfunctionsprimarilyasatoolforfuturelearningthroughreading,especiallywhenbooksorjournalsinadesiredfieldofstudyar

23、enotcommonlypublishedinthelearners'nativetongue.(4) Anauxiliarylanguageisonewhichlearnersneedtoknowforsomeofficialfunctionsintheirimmediatepoliticalsetting,orwillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.13. Whyaresomelearnersmore(orless)succe

24、ssfulthanothers?TheintriguingquestionofwhysomeL2learnersaremoresuccessfulthanothersrequiresustounpackthebroadlabel"learners"forsomedimensionsofdiscussion.LinguisticsmaydistinguishcategoriesoflearnersdefinedbytheidentityandrelationshipoftheirL1andL2;psycholinguistsmaymakedistinctionsbasedon

25、individualaptitudeforL2learning,personalityfactors,typesandstrengthofmotivation,anddifferentlearningstrategies;sociolinguistsmaydistinguishamonglearnerswithregardtosocial,economic,andpoliticaldifferencesandlearnerexperiencesinnegotiatedinteraction;andsocialpsychologistsmaycategorizelearnersaccording

26、toaspectsoftheirgroupidentityandattitudestowardtargetlanguagespeakersortowardL2learningitself.14. Listatleastfivepossiblemotivationsforlearningasecondlanguageatanolderage.Themotivationmayarisefromavarietyofconditions,includingthefollowing:Invasionorconquestofone'scountrybyspeakersofanotherlangua

27、ge;Aneedordesiretocontactspeakersofotherlanguagesineconomicorotherspecificdomains;Immigrationtoacountrywhereuseofalanguageotherthanone'sL1isrequired;Adoptionofreligiousbeliefsandpracticeswhichinvolveuseofanotherlanguage;Aneedordesiretopursueeducationalexperienceswhereaccessrequiresproficiencyina

28、notherlanguage;Adesireforoccupationalorsocialadvancementwhichisfurtheredbyknowledgeofanotherlanguage;Aninterestinknowingmoreaboutpeoplesofotherculturesandhavingaccesstotheirtechnologiesorliteratures.15. Whatarethetwomainfactorsthatinfluencethelanguagelearning?(1)Theroleofnaturalability:Humansareborn

29、withanaturalabilityorinnatecapacitytolearnlanguage.(1) Theroleofsocialexperience:NotallofL1acquisitioncanbeattributedtoinnateability,forlanguage-specificlearningalsoplaysacrucialrole.Eveniftheuniversalpropertiesoflanguagearepreprogrammedinchildren,theymustlearnallofthosefeatureswhichdistinguishtheir

30、L1fromallotherpossiblehumanlanguages.Childrenwillneveracquiresuchlanguage-specificknowledgeunlessthatlanguageisusedwiththemandaroundthem,andtheywilllearntouseonlythelanguage(s)usedaroundthem,nomatterwhattheirlinguisticheritage.American-bornchildrenofKoreanorGreekancestrywillneverlearnthelanguageofth

31、eirgrandparentsifonlyEnglishsurroundsthem,forinstance,andtheywillfindtheirancestrallanguagejustashardtolearnasanyotherEnglishspeakersdoiftheyattempttolearnitasanadult.Appropriatesocialexperience,includingL1inputandinteraction,isthusanecessaryconditionforacquisition.16. Whatistheinitialstateoflanguag

32、edevelopmentforL1andL2respectively?TheinitialstateofL1learningiscomposedsolelyofaninnatecapacityforlanguageacquisitionwhichmayormaynotcontinuetobeavailableforL2,ormaybeavailableonlyinsomelimitedways.TheinitialstateforL2learning,ontheotherhand,hasresourcesofL1competence,worldknowledge,andestablisheds

33、killsforinteraction,whichcanbebothanassetandanimpediment.17. Howdoesintermediatestatesprocess?Thecross-linguisticinfluence,ortransferofpriorknowledgefromL1toL2,isoneoftheprocessesthatisinvolvedininterlanguagedevelopment.Twomajortypesoftransferwhichoccurare:(1)positivetransfer,whenanL1structureorrule

34、isusedinanL2utteranceandthatuseisappropriateor"correctin"theL2;and(2)negativetransfer(orinterference),whenanL1structureorruleisusedinanL2utteranceandthatuseisinappropriateandconsideredan"error".18. Whatisanecessaryconditionforlanguagelearning(L1orL2)?Languageinputtothelearnerisab

35、solutelynecessaryforeitherL1orL2learningtotakeplace.ChildrenadditionallyrequireinteractionwithotherpeopleforL1learningtooccur.ItispossibleforsomeindividualstoreachafairlyhighlevelofproficiencyinL2eveniftheyhaveinputonlyfromsuchgenerallynon-reciprocalsourcesasradio,television,orwrittentext.19. Whatis

36、afacilitatingconditionforlanguagelearning?WhileL1learningbychildrenoccurswithoutinstruction,andwhiletherateofL1developmentisnotsignificantlyinfluencedbycorrectionofimmatureformsorbydegreeofmotivationtospeak,bothrateandultimatelevelofdevelopmentinL2canbefacilitatedorinhabitedbymanysocialandindividual

37、factors,suchas(1)feedback,includingcorrectionofL2learners'errors;(2)aptitude,includingmemorycapacityandanalyticability;(3)motivation,orneedanddesiretolearn;(4)instruction,orexplicitteachinginschoolsettings.20. Giveatleast2reasonsthatmanyscientistsbelieveinsomeinnatecapacityforlanguage.Thenotiont

38、hatinnatelinguisticknowledgemustunderlielanguageacquisitionwasprominentlyespousedbyNoamChomsky.Thisviewhasbeensupportedbyargumentssuchasthefollowing:Children'sknowledgeoflanguagegoesbeyondwhatcouldbelearnedfromtheinputtheyreceive:Childrenoftenhearincompleteorungrammaticalutterancesalongwithgramm

39、aticalinput,andyettheyaresomehowabletofilterthelanguagetheyhearsothattheungrammaticalinputisnotincorporatedintotheirL1system.Further,childrenarecommonlyrecipientsofsimplifiedinputfromadults,whichdoesnotincludedataforallofthecomplexitieswhicharewithintheirlinguisticcompetence.Inaddition,childrenhearo

40、nlyafinitesubsetofpossiblegrammaticalsentences,andyettheyareabletoabstractgeneralprinciplesandconstraintswhichallowthemtointerpretandproduceaninfinitenumberofsentenceswhichtheyhaveneverheardbefore.Constraintsandprinciplescannotbelearned:Childrenaccesstogeneralconstraintsandprincipleswhichgovernlangu

41、agecouldaccountfortherelativelyshorttimeittakesfortheL1grammartoemerge,andforthefactthatitdoessosystematicallyandwithoutany"wilddivergences.Thiscouldbesobecauseinnateprinciplesleadchildrentoorganizetheinputtheyreceiveonlyincertainwaysandnotothers.Inadditiontothelackofnegativeevidence,constraint

42、sandprinciplescannotbelearntinpartbecausechildrenacquireafirstlanguageatanagewhensuchabstractionsarebeyondtheircomprehension;constraintsandprinciplesarethusoutsidetherealmoflearningprocesswhicharerelatedtogeneralintelligence.(1) Universalpatternsofdevelopmentcannotbeexplainedbylanguage-specificinput

43、:Inspiteofthesurfacedifferencesininput,therearesimilarpatternsinchildacquisitionofanylanguageintheworld.Theextentofthissimilaritysuggeststhatlanguageuniversalsarenotonlyconstructsderivedfromsophisticatedtheoriesandanalysesbylinguists,butalsoinnaterepresentationsineveryyoungchild'smind.21. Lingui

44、stshavetakenaninternaland/orexternalfocustothestudyoflanguageacquisition.Whatisthedifferencebetweenthetwo?Internalfocusemphasizesthatchildrenbeginwithaninnatecapacitywhichisbiologicallyendowed,aswellastheacquisitionoffeaturespecificationasapartoflexicalknowledge;whileexternalfocusemphasizestheinform

45、ationcontentofutterances,andconsiderslanguageprimarilyasasystemofcommunication.22. WhatarethetwomainfactorsforlearningprocessinthestudyofSLAfromapsychologicalperspective?(1)InformationProcessing,whichassumesthatL2isahighlycomplexskill,andthatlearningL2isnotessentiallyunlikelearningotherhighlycomplex

46、skills.Processingitselfisbelievedtocauselearning;(2)Connectionism,whichdoesnotconsiderlanguagelearningtoinvolveeitherinnateknowledgeorabstractionofrulesandprinciples,butrathertoresultfromincreasingstrengthofassociations(connections)betweenstimuliandresponses.23. WhatarethetwofociforthestudyofSLAfrom

47、thesocialperspective?(1)Microsocialfocus:theconcernswithinthemicrosocialfocusrelatetolanguageacquisitionanduseinimmediatesocialcontextsofproduction,interpretation,andinteraction.(2)Macrosocialfocus:theconcernsofthemacrosocialfocusrelatelanguageacquisitionandusetobroaderecologicalcontexts,includingcu

48、ltural,political,andeducationalsettings.24. Whatarethecharacteristicsofaninterlanguage?1) Systematic.Atanyparticularpointorstageofdevelopment,theILisgovernedbyruleswhichconstitutethelearner'sinternalgrammar.2) Dynamic.Thesystemofruleswhichlearnershaveintheirmindschangesfrequently,orisinastateoff

49、lux,resultinginasuccessionofinterimgrammars.3) Variable.AlthoughILissystematic,differencesincontextresultindifferentpatternsoflanguageuse.4) Reducedsystem,bothinformandfunction.25. Whatarethefivecomponentsoflanguageknowledge?Linguistshavetraditionallydividedlanguageintothefollowingfivecomponentsforp

50、urposesofdescriptionandanalysis:(1)vocabulary(lexicon)(2)morphology(wordstructure)(3)phonology(soundsystem)syntax(grammar)(5)discourse(waystoconnectsentencesandorganizeinformation)Pleasedo3, 5,7,8,9,10,12,14,15,16,17,18,19,21,23,24,25供17题)inyourexercisebooks.1. n.DefinitionSecondLanguageAcquisition(

51、SLA):atermthatrefersbothtothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.2. Firstlanguage/nativelanguage/mothertongue(L1):Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguage

52、ofachild'sfamily.Achildwhogrowsupinngmulylingualshavemorethanone"first"language.3. Secondlanguage(L2):Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguageofachild'family.Achildwhogrowsupinamultilingualsettingmayhavemorethanone"first”language.4.

53、 Targetlanguage:Thelanguagethatistheaimorgoaloflearning.5. Foreignlanguage:Asecondlanguagethatisnotwidelyusedinthelearners'immediatesocialcontext,bonethatmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,oronethatmightbestudiedbestudiedasacurricularrequirementorelectiveinsch

54、oolwithnoimmediateornecessarypracticalapplication.6. Librarylanguage:Asecondlanguagethatfunctionsasatoolforfurtherlearning,especiallywhenbooksandjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearner'sL1.7. Auxiliarylanguage:Asecondlanguagethatlearnersneedtoknowforsomeofficialfunction

55、sintheirimmediatesociopoliticalsetting.Orthattheywillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.8. LinguisticcompetenceTheunderlyingknowledgethatspeakers/hearershaveofalanguage.Chomskydistinguishesthisfromlinguisticperformance.9. Linguisticperforma

56、nce:Theuseoflanguageknowledgeinactualproduction.10. CommunicativecompetenceAbasictenet(原则、信条、教条)ofsociolinguisticsdefinedas"whataspea11. needstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”(Savi-Troike2003)PragmaticcompetenceKnowledgethatpeoplemusthaveinordertointerpretandco

57、nveymeaningwithincommunicativesituations.12. Multilingualism:Theabilitytousemorethanonelanguage.13. Monolingualism:Theabilitytouseonlyonelanguage.14. Simultaneousmultilingualism:Abilitytousemorethanonelanguagethatwereacquiredduringearlychildhood.15. Sequentialmultilingualism:Abilitytouseoneormorelan

58、guagesthatwerelearnedafterL1hadalreadybeenestablished.16. Innatecapacity:Anaturalability,usuallyreferringtochildren'snaturalabilitytolearnoracquirelanguaChildgrammar:Grammarofchildrenatdifferentmaturationallevelsthatissystematicintermsofproductionandcomprehension.17. Initialstate:Thestartingpoin

59、tforlanguageacquisition;itisthoughttoincludetheunderlyingknowledgeabout18. languagestructuresandprinciplesthatareinlearners'headsattheverystartofL1orL2acquisitionIntermediatestate:Itincludesthematurationalchangeswhichtakeplacein"childgrammar",andtheL2developmentalsequencewhichisknownaslearnerlanguage.19. Finalstate:TheoutcomeofL1andL2leaning,alsoknownasthestablestateofadultgrammar.20. Positivetransfer:AppropriateincorporationofanL1structureorruleinL2structure.21. Negativetransfer:InappropriateinfluenceofanL1structureorruleonL2use.Alsocalle