语言学单元自测11

1、Decide whether each of the following statements is True or False. L1 development and L2 development seem to involve the same processes. The capacity to acquire one s first language is a fundamental human trait that all human beings are equally well possessed with. All normal children have equal abil

2、ity to acquire their first language. Children follow a similar acquisition schedule of predictable stages along the route of language development across cultures ， though there is an idiosyncratic variation in the amount of time that takes individuals to master different aspects of the grammar.Human

3、s can be said to be predisposed and biologically programmed to acquire at least one language.Some languages are inferior ， or superior ， to other languages.Language acquisition is primarily the acquisition of the vocabulary and the meaning of language.Human beings are genetically predetermined to ac

4、quire language ； this genetic predisposition is a sufficient condition for language development.Children who grow up in culture where caretaker speech is absent acquire their native language more slowly than children who are exposed to caretaker speech.0.In mother tongue acquisition ， normal childre

5、n are not necessarily equally successful.For the vast majority of children ， language development occurs spontaneously and requires little conscious instruction on the part of adults.The available evidence to date indicates that an explicit teaching of correct forms to young children plays a minor r

6、ole at best.Correction and reinforcement are not key factors in child language development as they were claimed to be.Imitation plays at best a very minor role in the child s mastery of language.Observations of children in different language areas of the world reveal that the developmental stages ar

7、e similar ， possibly universal ， whatever the nature of the input.16.A child s babbling seems to depend on the presence of acoustic ， auditory input.17.In general ， the two-word stage begins roughly in the second half of the child s first year.18.Children s two-word expressions are absent of syntact

8、ic or morphological markers.19.Children first acquire the sounds in all languages of the world ， no matter what language they are exposed to ， and in late stages acquire the more difficult sounds.20.Language acquisition begins at about the same time as lateralization does and is normally complete ，

9、as far as the essentials are concerned ， by the time that the process of lateralization comes to an end.II. Fill in each blank below with one word which begins with the letter given.The first language arefers to the development of a firstor native language.According to a nview of language acquisitio

10、n ， humansare quipped with the neural prerequisites for language and language use ， just as birds are biologically pre-wired to learn the songs of their species.A caretaker speech ， also called mor b ， is the type ofmodified speech typically addressed to young children.Blearning theory suggested tha

11、t a child s verbal behaviorwas conditioned through association between a stimulus and the following response.Children s one-word utterances are also called hsentences ， because they can be used to express a concept or predication that would be associated with an entire sentence in adult speech.The e

12、arly multiword utterances of children lack inflectional morphemes and most minor lexical categories ， they are often referred to astspeech.Arefers to the gradual and subconscious development ofability in the first language by using it naturally in daily communicative situations.The CAnalysis was fou

13、nded on the belief that it waspossible ， by establishing the linguistic differences between the native and target language systems ， to predict what problems learners of a particular second language would face and the types of errors they would make.The language that a learner constructs at a given

14、stage of SLA is known as i.Learners subconsciously use their first language knowledge in learning a second language. This is known as language t.Motivation in language learning can be defined in terms of the learners overall goal or orientation. Imotivation occurs when thelearner s goal is functiona

15、l and imotivation occurs when thelearner s goal is social.III. There are four choices following each statement. Mark the one that can best complete the statement ：In first language acquisition ， imitation plays A. a minor role B. a significant roleC. a basic role D. no ruleLinguists have found that

16、for the vast majority of children ， language development occurs .A. with much imitation B. with little conscious instructionC. with much correction from their parents D. with little linguistic inputThe development of linguistic skills involves the acquisition of rules rather than the mere memorizati

17、on of words and sentences.A. culturalB. grammaticalC. behaviourD. pragmaticC. behaviourD. pragmatichas been found to occur usually in childrens pronunciation orreporting of the truthfulness of utterances ， rather than in the grammaticality of sentences.A. Punishment B. InstructionC. ReinforcementD.

18、ImitationAccording to the ， the acquisition of a second languageinvolves ， and is dependent on ， the acquisition of the culture of the target language community.A. acculturation view B. mentalist viewC. behaviorist view D. conceptualist viewIn general ， a good second learner is an adolescent .who ha

19、s a strong and well-defined motivation to learnwho seeks out all chances to interact with the inputwho is willing to identify himself with the culture of the target language communityall the aboveThe optimum age for second language acquisition is .A. early teenage B. after pubertyC. at puberty D. af

20、ter the brain lateralizationThe formal instruction in second language acquisition .A. has no effect at all B. has a powerful delayed effectC. has very little effect D. has unsatisfactory effectis believed to be a major source of incorrect forms resistantto further instruction.The second language lea

21、rners unwillingness to learnThe poor classroom teachingThe fossilization of the learner s interlanguageThe learner s lack of instrumental motivationWhich of the following is not true ？Interlanguage is a product of communicative strategies of the learner.Interlanguage is a product of mother tongue in

22、terference.Interlanguage is a product of overgeneralization of the target language rules.Interlanguage is the representation of learners unsystematic L2 rules. ， except those with mental or physical impairments ， arebetter or worse first language acquirers.A. Some men B. Almost all menC. No men D. F

23、ew menIV. Explain the following terms.caretaker speechholophrastic sentencestelegraphic speechsecond language acquisitionacquisitionlearningtransferinterlanguagefossilizationinstrumental motivationintegrative motivationacculturationV. Answer the following questions as comprehensively as possible.Giv

24、e examples for illustration if necessary.Whats the difference between acquisition and learning ， according toKrashen ？.How do the learner factors potentially influence the way in which asecond language is acquired ？.What is the role of input for SLA ？.How do you understand interlanguage ？.Discuss th

25、e contrastive analysis in detail.What are the major stages that a child has to follow in first language development ？ What are the features of the linguistic forms at each stage ？.3What is the role of correction and reinforcement in first language acquisition ？.Why do we say language acquisition is

26、primarily the acquisition of the grammatical system of language ？.Discuss the biological basis of language acquisition.What is the role of imitation in first language acquisition ？Suggested AnswersI. Decide whether each of the following statements is True or False.F 2.T 3. T 4. T 5. T 6. F 7. F 8. F

27、 9. F 10. FT 12. T 13. T 14. T 15. T 16. F 17. F 18. T 19. T 20. TFill in each blank below with one word which begins with the letter given.acquisition 22. nativist 23. motherese ， baby talk 24. Behavioristholophrastic 26. telegraphic 27. Acquisition 28. Contrastiveinterlanguage 30. transfer 31. Ins

28、trumental ， integrativeThere are four choices following each statement. Mark the one that can best complete the statement.32. A 33. B 34. B 35. C 36. A 37. D 38. A 39. B 40. C 41. DCIV. Explain the following terms.Caretaker speech ： It is the modified speech typically addressed to young children. Su

29、ch modified speech is called baby talk ， motherese ， or parentese.Holophrastic sentences ： They are childrens one-word utterances. They are called holophrastic sentences ， because they can be used to express a concept or predication that would be associated with an entire sentence in adult speech.Te

30、legraphic speech ： They are the early multiword utterances of children which typically lack inflectional morphemes and most minor lexical categories. Some function words are altogether missing. What occur in these multiword utterances are usually the substantive or content words that carry the main

31、message. Because of their resemblance to the style of language found in telegrams ， utterances at this acquisition stage are often called telegraphic speech.Second language acquisition ： Second language acquisition （ SLA） is a general term which refers to the acquisition of a second language （ L2） ，

32、 in contrast with first language acquisition （ FLA） . SLA is also used as a general term to refer to the acquisition of a foreign or subsequent language （ such as a third or fourth language ） . Thus， SLA is primarily the study of how learners acquire or learn an additional language after they have a

33、cquired their first language （ L1 ） .Acquisition ： According to Krashen ， acquisition refers to the gradual and subconscious development of ability in the first language by using it naturally in daily communicative situations.Learning ： Learning ， however ， is defined by Krashen as a conscious proce

34、ss of accumulating knowledge of a second language usually obtained in school settings.Transfer ： It refers to the phenomenon that learners subconsciously use their L1 knowledge in learning a second language.Interlanguage ： It is a series of internal representations that comprises the learners interi

35、m knowledge of the target language. This is the language that a learner constructs at a given stage of SLA. Interlanguage consists of a series of interlocking and approximate linguistic systems in-between and yet distinct from the learners native and target languages. It represents the learners tran

36、sitional competence moving along a learning continuum stretching from ones L1 competence to the target language competence.Fossilization ： it is a process that sometimes occurs in second language learning in which incorrect linguistic features become a permanent part of the way a person speaks or wr

37、ites in the target language.Instrumental motivation ： Adults are motivated to learn a second language in order to use it functionally. In other words ， the learners desire to learn a second language because it is useful for some functional ， “ instrumental ” goals. This motivation is called instrume

38、ntal motivation.Integrative motivation ： Adults are motivated to learn a second language in order to use it socially. In other words ， the learners learn a second language in order to communicate with native speakers of the target language.Acculturation ： It is the process of adapting to the new cul

39、ture of the L2 community.V. Answer the following questions as comprehensively as possible. Give examples for illustration if necessary.Whats the difference between acquisition and learning ， according to Krashen ？According to Krashen ， acquisition refers to the gradual and subcon - scious developmen

40、t of ability in the first language by using it naturally in daily communicative situations. Learning ， however ， is defined as a conscious process of accumulating knowledge of a second language usu - ally obtained in school settings. A second language ， Krashen ar -gues， is more commonly learned but

41、 to some degree may also be acquired ， depending on the environmental setting and the input received by the L2 learner. A rule can be learned before it is internalized ( i.e. acquired ) ， but having learned a rule does not necessarily prevent having to acquire it later. For example ， an English lang

42、uage learner may have learned a rule like the third person singular -s ， but is unable to articulate the correct form in casual and spontaneous conversation because the rule has not yet been acquired. This shows that conscious knowledge of rules does not ensure an immediate guidance for actual perfo

43、rmance.How do the learner factors potentially influence the way in which a second language is acquired ？) The optimum age for second language acquisition ： First language acquisition is most successful when it occurs during the early years of ones life before puberty ， but the optimum age for SLA do

44、es not always accord with the maxim of the younger the better. The optimum age for SLA is early teenage. This claim is justifiable because this is the age when the learners flexibility of the language acquisition faculty has not been completely lost while ones cognitive skills have developed conside

45、rably.Motivation ： Motivation in language learning can be defined in terms of the learner s overall goal or orientation. Instrumental motivation occurs when the learners goal is functional ， and integrative motivation occurs when the learners goal is social. If the target language functions as a for

46、eign language ( used in a limited environment such as in school )， the learner is likely to benefit from an integrative motivation ； but if the target language functions as a second language ( used as a primary means of communication in the community of the learner )， an instrumental motivation is m

47、ore effective.Acculturation ： The acculturation hypothesis focuses on the social and psychological conditions under which L2 processing is most likely to take place successfully. It states simply that the more a person aspires to acculturate to the community of the target language ， the further he o

48、r she will progress along the developmental continuum.Personality ： Intuitively ， an outgoing personality may contribute to language acquisition. Research results ， however ， only partially support this hypothesis. No significant relationship has been found between talkativeness on the one hand and

49、overall proficiency in a second language on the other. But it is recognized that as a result of being frequently exposed to and interacting with the target language ， learners with an extroverted personality are likely to achieve better oral fluency than otherwise.In sum ， a good second language lea

50、rner is ， among other things ， an adolescent who has a strong and well-defined motivation to learn. He is able to respond and adaptable to different learning situations. He seeks out all opportunities and makes maximum use of them to interact with the input. He employs appropriate learning strategie

51、s. And he is willing to identify himself or herself with the culture of the target language community.What is the role of input for SLA ？It is evident that SLA takes place only when the learner has access to L2 input and the opportunity to interact with the input. It appears that what learners need

52、is not mere exposure to L2 data ， but the kind of input datathat are specially suited to their current stage of development. There is however ， no agreement as to precisely what constitutes optimum input. Some scholars advise that access to comprehensible input is a necessary condition for acquisiti

53、on to take place. It is suggested that input can be made comprehensible by the use of learned structures and vocabulary ， the linguistic and extralinguistic contexts of the input data ， and the learners general knowledge to interpret new language items. It is also suggested that interaction ( i.e. t

54、aking part in communicative activities ) and intake ( i.e. the input that is assimilated and fed into the interlanguage system ) are more important for SLA than input.How do you understand interlanguage ？Interlanguage consists of a series of interlocking and ap - proximate linguistic systems in-betw

55、een and yet distinct from the learners native and target languages. It represents the learners transitional compe - tence moving along a learning continuum stretching from ones LI compe - tence to the target language competence. As a type of linguistic system in its own right，interlanguage is a prod

56、uct of L2 training ， mother tongueinterference ， overgeneralization of the target language rules ， and communicative strategies of the learner.Discuss the contrastive analysis in detail.Contrastive Analysis was developed in order to identify and predict the areas of learning difficulty. Given this a

57、pproach ， it was hypothesized that L2 errors were predominantly the result of negative transfer ， or mother tongue interference and second language learning was believed to be a matter of overcoming the differences between L1 and L2 systems.According to this view ， the major task of second language

58、teaching should predominantly be ： first， contrast the native and the target language systems and make predictions about the language items that would cause difficulty and the errors that learners were likely to make ； then use these predictions in deciding on the type of language items that needed

59、special treatment in teaching and in material development and the type of intensive techniques that would be employed to overcome learning difficulties created by the interference.In practice ， the Contrastive Analysis is not effective because a large proportion of grammatical errors could not be ex

60、plained by mother tongue interference. Errors predicted by contrastive analysis have often not occurred ， whereas many actual errors ， such as goed and foots ， come from overgeneralization instead of negative transfer.Errors， according to the contrastive analysis approach ， are negative and had to b