(完整word版)第二语言习得概论-考研复习

1、 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)AcquisitionLearningimplicit, subconsciousexplicit, consciousinformal situationsformal situationsuses gramma

2、tical 'feel'uses grammatical rulesdepends on attitudedepends on aptitudestable order of acquisitionsimple to complex order of learningAcquisition refers to the learning of a language unconsciously under natural settings where learners pay attention only to the meanings or contents rather tha

3、n 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)Learner factors (internal factors)Social factors (external factors)Social context

4、Language policy and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated peopleLearner factors (internal factors)Mo

5、tivation， Age ， Learning strategy4. Behaviorist learning theoryBehaviorist 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 the formation of habits. The association of a particular response with a particular s

6、timulus 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 habit formation.5. The causes of errors according to behaviorismDifferences between the

7、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 there is proactive inhibition. In this case errors will result.Errors, according to be

8、haviorist 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 consisting of structurally related elements (phonemes, morphemes, words, structures a

9、nd 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 languages or subsystems of languages in order to determine both the differences and similar

10、ities 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 way of comparing languages in order to determine potential errors for the ultimate pu

11、rpose 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 differencesbetween the learner s first languageand the target language. The strong form ofthe hypothesis claims thatthese differences can beused to predict al

12、l errors that willoccur. The weak form of the hypothesis claims that thesedifferences can be used to identify some out of the total errors that actually arise.9.difference vs difficulty“ Difference is ”alinguistic concept, whereas “ difficulty is a”psychological concept. Therefore, the level of lear

13、ning difficulty cannot be inferred directly from the degree of difference betweentwo language systems.10. Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign language learners (Longman Dictionary of Applied Linguistics, p.96).It involves collecting sample

14、s 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: deviated forms resulting from the interference of one sL1 , or thenegative transfer of one s mot

15、her tongue.Intralingualerror : deviated forms in learner language that reflect learnerstransitionalcompetence and which are the results of such learning process as overgeneralization. confusion of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Str

16、ategies in L2 learning5. Strategies of L2 communicatione.g. The two students changed eyes and eyebrows in class.13. Types of learner strategyLearning strategy, Production strategy 表达策略 Communication strategy: Communication strategies are employed when learners are faced with the task of communicatin

17、g 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:Metacognitive; Cognitive; Socio-affective(3)By skill:listening, speaking, reading, writing, vocabulary, or tr

18、anslation strategies.15. Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of ones production or comprehension, and evaluating learning after an activity is completed.16. Cognitive strategiesCognitive strategies refer to th

19、e steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning material.Repetition, Resourcing, Directed physical response, Translation, Grouping, Note-taking , Deduction Recombination, Imagery, Auditory representation, Key word, Cont

20、extualization, Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors:group dynamics;attitudes to the teacher and course materials;learning techniquesGeneral factors:age;aptitude;cognitive style;motivation;personality18. MotivationIntegrative motivation 融合型动机 is present i

21、n 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 personality of the learner.Instrumentalorientation 工具型动机 refers to those cases where the learners are intere

22、sted inlearning the language for the possible benefits, that is, the learner s goal is functional.Resultativemotivation: 因 果 性 动 机 Learnersmotivation is strongly affected by theirachievement.Intrinsic motivation: 内在兴趣动机Motivation as intrinsic interest.Motivation as a multi-componential construct:Mot

23、ivation = effort + desire to achieve goal + attitudesTask motivation: the interest felt by the learner in performing different learning tasks. 19. Definition interlanguageInterlanguage is the approximate language system that the learner constructs for use in communication through the target language

24、. (Larry Selinker)It is independent of both the learner s first language and the target language.It suggests that learners language is between L1 AND L2 and that it is a continuum along which all learners traverse. 20.Definition of fossilizationFossilization refers to the state in which the second l

25、anguage 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. Classification of fossilizationTemporary fossilization:the phenomenon is alterable under certain conditions.Per

26、manent fossilizationThis means the learner languages stops evolving forever. Because stable stage is not real fossilization, so there is no real permanent fossilization.22. Causes of fossilizationInternal: Motivation;Communicative needs;Acquisition deviceExternal:Communicative pressureLack of learni

27、ng opportunitiesFeedback:positive cognitive feedbacks cause fossilization ;(e.g.“ Oh,I see”)negative feedbacks help to prevent fossilization.(e.g.“ I don t understand you” ) 23. Definition of UGCook (1985) summarizing the Chomskyan position, defines universalgrammar as theproperties inherent in the

28、human mind . Universal grammar consists of a set of general principlesthat apply to all language rather than a set of particular rules.24. MarkednessMarkedness refers to the idea that some linguistic structures are specialor less less basic than others.Linguists working in the Chomskyan school sugge

29、st 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 therefore easily acquired.Periphery roles are considered to be and therefore different to learn.25. Krashen Monitors ModelKrashens monit

30、or 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 and learning.(2) Natural Order Hypothesis:SLA follows a universal route that is not influenced by factors such as the learners fir

31、st language, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byproduct of learningtolerate them.Allow learners to make errors and do not correct them(3) The Input Hypothesis cIt laims a move along the developmental continuum by receiving co

32、mprehensible input.We acquire, only when we understand the structure that is “ a little beyond where”we are now Comprehensible input is defined as L2 input just beyond the Learner currents L2 competence, in terms of its syntactic complexity. If a learner scurrent competence is i thencomprehensible i

33、nput is i+1. Input which is either too simple (i) or too complex (i+2/3/4 not be useful for acquisition.(4) The affective filter hypothesisSLA is affected by factors likeMotivation , Self-confidence, Anxiety and so on.Learners who suffer from anxiety or lack of motivation or negative attitude someho

34、w 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 low affective filter is important.(5) Monitor hypothesisBoth language learners and native speakers typically try to correct any errors in what th

35、ey 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 to improve utterances produced by means of acquired knowledge.26. language transferLanguage transfer is the influence resulting from the similari

36、ties and differences between the target language and any other language that has been previously( and perhaps imperfectly ) acquired. 27. LAD (language acquisition 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

37、 children learn structures, and the mistakes they make as they learn. 28. critical age period hypothesisIt claims that there a period when language acquisition can take place naturally and effortlessly, but after a certain age the brain is no longer able to process language input in this. Researcher

38、s differ over when the critical period comes to an end. 29. field independent vs. field independentLearners are different in the ways of receiving, conceptualizing, organizing, and recalling information.Field dependents operate holistically (i.e. they see the field as a whole),Whereas field independ

39、ents operate analytically (i.e. they see the field in terms of its component parts). 30. input vs. intakeInput refers to the language learners are exposed to.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 t

40、he 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 into the interlanguage system is referred to as intake. 31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learner s beliefs about

41、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 learner has for learning a second language.Intelligence refers to the general ability to master academic skills.32. competence vs. performance

42、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 to comprehend and produce utterances is referred to as performance.33. OvergeneralizationIt refers to the extension of some general rule to items

43、 not covered by this rule in the targetlanguage.34. foreigner talk vs. teacher talkWhen native speakers address learners, they make adjustments in both language form andlanguage function to facilitate understanding. These adjustments are referred to as foreigner talk. When teachers address learners, they make adjustments in both language form and languagefunction to facilitate understanding. These adjustments are referred to as foreigner talk.35. formulaic speech vs. patternsFormulaic speech consists of expressions w