2023年第二语言习得 考试复习题

千里之行，始于足下让知识带有温度。第第2页/共2页精品文档推荐第二语言习得考试复习题其次语言习得期中考试复习题

1.acquisition&learning

Theterm“acquisition”isusedtorefertopickingupasecondlanguagethroughexposure,whereastheterm“learning”isusedtorefertotheconsciousstudyofasecondlanguage.Nowmostoftheresearchersusetheminterchangeably,irrespectiveofwhetherconsciousorunconsciousprocessesareinvolved

2.incidentallearning&intentionallearning

Whilereadingforpleasureareaderdoesnotbothertolookupanewwordinadictionary,butafewpageslaterrealizeswhatthatwordmeans,thenincidentallearningissaidtohavetakenplace.

Ifastudentisinstructedtoreadatextandfindoutthemeaningsofunknownwords,thenitbecomesanintentionallearningactivity.3.langauage

Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.Thatistosay,languageissystematic(rule-governed),symbolicandsocial.

4.LanguageAcquisitionDevice

Thecapacitytoacquireone’sFIRSTLANGUAGE,whenthiscapacityispicturedasasortofmechanismorapparatus.

5.Contrastiveanalysis

Undertheinfluenceofbehaviorism,researchersoflanguageteachingdevelopedthemethodofcontrastiveanalysis(CA)tostudylearnererrors.Itsoriginalaimistoserveforeignlanguageteaching.

6.Erroranalysis

Erroranalysisaimsto1)findouthowwellthelearnerknowsasecondlanguage,2)findouthowthelearnerlearnsasecondlanguage,3)obtaininformationoncommondifficultiesinsecondlanguagelearning,andto4)serveasanaidinteachingorinthepreparationandcompilationofteachingmaterials(Corder,1981).ItisamethodologyofdescribingSecondLanguageLearners’languagesystems.

7.interlanguage

ItreferstothelanguagethattheL2learnerproduced.

Thelanguageproducedbythelearnerisasysteminitsownright.

Thelanguageisadynamicsystem,evolvingovertime.

8.KrashenandHisMonitorModel

1.TheAcquisition-LearningHypothesis

2.TheMonitorHypothesis

3.TheNaturalHypothesis

4.TheInputHypothesis

5.TheAffectiveFilterHypothsis

9.inputhypothesis

Itsclaims:Thelearnerimprovesandprogressesalongthe“naturalorder”whens/hereceivessecondlanguage“input”thatisonestepbeyondhisorhercurrentstageoflinguisticcompetence.Forexample,ifalearnerisatastage“i”,thenacquisitiontakesplacewhens/heisexposedto“ComprehensibleInput”thatbelongstolevel“i+1”.

10.affectivefilterhypothesis

Thehypothesisisbasedonthetheoryofanaffectivefilter,whichstatesthatsuccessfulsecondlanguageacquisitiondependsonthelearner’sfeelings.Negativeattitudes(includingalackofmotivationorself-confidenceandanxiety)aresaidtoactasafilter,preventingthelearnerfrommakinguseofINPUT,andthushinderingsuccessinlanguagelearning.

11.Shumann’sAcculturationModel

ThismodelofsecondlanguageacquisitionwasformulatedbyJohn.H.Schumann(1978),andappliestothenaturalcontextofsecondlanguageacquisitionwhereasecondlanguageisacquiredwithoutanyinstructionintheenvironment.Schumanndefinesacculturationastheprocessofbecomingadaptedtoanewcultureorrather,thesocialandpsychologicalintegrationofthelearnerwiththetargetlanguagegroup.

12.UniversalGrammar

?Thelanguagefacultybuiltintothehumanmindconsistingofprinciplesandparameters.

?ThisistheuniversalgrammartheoryassociatedwithNoamChomsky.

?UniversalGrammarseestheknowledgeofgrammarinthemindashavingtwocomponents:“principles＂thatalllanguageshavein

commonand“parameters”onwhichtheyvary.

13.MacLaughlin’sInformationprocessingmodel

?SLAistheacquisitionofacomplexcognitiveskillthatmustprogressfromcontrolledprocessingtoautomaticprocessing.

14.Anderson’sACT

?ThisisanothergeneraltheoryofcognitivelearningthathasbeenappliedtoSLA

?Alsoemphasizestheautomatizationprocess.

?Conceptualizingthreetypesofmemory:

1.Workingmemory

2.Declarativelongtermmemory

3.Procedurallong-termmemory

15.fossilization

?Itreferstothephenomenoninwhichsecondlanguagelearnersoftenstoplearningeventhoughtheymightbefarshortofnative-likecompetence.Thetermisalsousedforspecificlinguisticstructuresthatremainincorrectforlengthyperiodsoftimeinspiteofplentifulinput.

16.Communicationstrategies

?Communicationstrategies,knownasCSs,consistofattemptstodealwithproblemsofcommunicationthathavearisenininteraction.

Theyarecharacterizedbythenegotiationofanagreementonmeaningbetweenthetwoparties.

1.Whatitisthatneedstobelearntinlanguageacquisition?

PhoneticsandPhonology

Syntax

Morphology

Semantics

Pragmatics

2.Howexpertsstudythechildren’sacquisition

Observeyoungchildren’slearningtotalk.

Recordthespeechoftheirchildren

Createadatabase

Haveasinglehypothesis

3.Whatarelearningstrategies?Giveexamples?

Intentionalbehaviourandthoughtsthatlearnersmakeuseofduringlearninginordertobetterhelpthemunderstand,learnorremembernewinformation.

Learningstrategiesareclassifiedinto:

1.meta-cognitivestrategies

2.cognitivestrategies

3.socio-affectivestrategies

4.WhatarethefactorsinfluencingthesuccessofSLA?

●Cognitivefactors:

1.Intelligence

2.Languageaptitude

3.Languagelearningstrategies

●Affectivefactors:

1.Languageattitudes

2.Motivation

5.WhatarethedifferencesbetweentheBehavioristlearningmodelandthatofMentalist?

BehavioristlearningmodelclaimsthatchildrenacquiredtheL1bytryingtoimitateutterancesproducedbypeoplearoundthemandbyreceivingnegativeorpositivereinforcementoftheirattemptstodoso.Languageacquisition,therefore,wasconsideredtobeenvironmentallydetermined.

6.Whatarethebeneficialviewsobtainedfromthestudiesonchildren’sL1acquisition?

1.Children’slanguageacquisitiongoesthroughseveralstages

2.Thesestagesareverysimilaracrosschildrenforagivenlanguage,althoughtherateatwhichindividualchildrenprogressthroughthemis

highlyvariable;

3.Thesestagesaresimilaracrosslanguages;

4.Childlanguageisrule-governedandsystematic,andtherulescreatedbythechilddonotnecessarilycorrespondtoadultones;

5.Childrenareresistanttocorrection;

6.Children’smentalcapacitylimitsthenumberofrulestheycanapplyatanyonetime,andtheywillreverttoearlierhypotheseswhentwoor

morerulescompete.

7.Whatarethedifferencesoferroranalysisfromcontrastiveanalysis

Contrastiveanalysisstressestheinterferingeffectsofafirstlanguageonsecondlanguagelearningandclaimsthatmosterrorscomefrominterferenceofthefirstlanguage.(Corder,1967).However,suchanarrowviewofinterferenceignorestheintralingualeffectsoflanguagelearningamongotherfactors.Erroranalysisisthemethodtodealwithintralingualfactorsinlearners’language(Corder,1981).itisamethodologyofdescribingSecondLanguageLearners’languagesystems.

Erroranalysisisatypeofbilingualcomparison,acomparisonbetweenlearners’interlanguageandatargetlanguage,whilecontrastiveanalysisbetweenlanguages.(nativelanguageandtargetlanguage)

8.WhatareUGprinciplesandparameters?

Theuniversalprincipleistheprincipleofstructure-dependency,whichstatesthatlanguageisorganizedinsuchawaythatitcruciallydependsonthestructuralrelationshipsbetweenelementsinasentence.

Parametersareprnciplesthatdifferinthewaytheyworkorfunctionfromlanguagetolanguage.Thatistosaytherearecertainlinguisticfeaturesthatvaryacrosslanguages.

9.WhatroledoesUGplayinSLA？

Threepossibilities:

1.UGoperatesinthesamewayforL2asitdoesforL1.

2.Thelearner’sCoregrammarisfixedandUGisnolongeravailabletotheL2learner,particularlynottotheadultlearner.

3.UGispartlyavailablebutitisonlyonefactorintheacquisitionofL2.Th