二语习得复习资料汇编

1、学习-好资料Chapter2:I.Innatecapacity:naturalability2.Sequentialbilingualism:whenasecondlanguageisintroducedafterthenativelanguagehasbeenacquired.Simultaneousbilingualism:whenyoungchildrenacquiremorethanonelanguageatthesametime.3. WhatistheinitialstateoflanguagedevelopmentforL1andL2respectively?L1-innatec

2、apacityL2-L1,worldknowledge,interactionskills,possiblyinnatecapacity.4. Whatisanecessaryconditionforlanguagelearning(L1orL2?)InputisnecessaryforbothL1andL2;socialinteractionisnecessaryforL1.5. Giveatleasttworeasonsthatmanyscientistsbelieveinsomeinnatecapacityforlanguage.a.ChildrenbegintolearntheirL1

3、atthesameage,andinmuchthesameway,whetheritisEnglish,Bengali,Korean,Swahili,oranyotherlanguageintheworld.b.Ifchildrenhadtoactuallylearntheabstractrulesoflanguage,thenonlythesmartestwouldeverlearntotalk,anditwouldtakeseveralyearsmoretolearnL1thanitactuallydoes.C.childrenmasterthebasicphonologicalandgr

4、ammaticaloperationsintheirL1byagefiveorsix,regardlessofwhatthelanguageis.D.Childrencanunderstandandcreatenovelutterances;theyarenotlimitedtorepeatingwhattheyheararoundthem.E.thereisacut-offageforL1acquisition,beyondwhichitcanneverbecomplete.Linguistshavetakenaninternaland/orexternalfocustothestudyof

5、languageacquisition.Whatisthedifferencebetweenthetwo?Theinternalfocusseekstoaccountforspeakers'internalized,underlyingknowledgeoflanguage.Theexternalfocusemphasizeslanguageuse,includingthefunctionsoflanguagewhicharerealizedinlearners'productionatdifferentstagesofdevelopment.Chapter3Brieflyex

6、plainhowlanguageissystematic,symbolicandsocial.Systematic:Languagesconsistofrecurrentelementswhichoccurinregularpatternsofrelationships.Languageiscreatedaccordingtorulesorprincipleswhichspeakersareusuallyunconsciousofusingiflanguagewasacquiredinearlychildhood.Symbolic:Sequencesofsoundsorlettersdonot

7、inherentlypossessmeaning.Thesesymbolsoflanguagehavemeaningbecauseofatacitagreementamongthespeakersofalanguage.Social:Eachlanguagereflectsthesocialrequirementsofthesociety学习-好资料thatusesit.AlthoughhumanspossessthepotentialtoacquireanL1becauseoftheirneurologicalmakeup,thatpotentialcanbedevelopedonlythr

8、oughinteractionwithothersinthesociety.Weuselanguagetocommunicatewithothersaboutthehumanexperience.1. Lexicon:vocabularyphonology:soundsystemmorphology:wordstructuresyntax:grammarContrastiveAnalysis:LadoErrorAnalysis:CorderInterlanguage:SelinkerMorphemeOrderStudies:DulayandBurtMonitorModel:KrashenUni

9、versalGrammar:ChomskyWheninterlanguagedevelopmentstopbeforealearnerreachestargetlanguagenorms,itiscalledfossilization.石化AstheycanbeunderstoodinChomskystheoryofuniversalgrammar,whatisthedifferencebetweenlinguisticperformanceandlinguisticcompetence?Performanceisactualuseoflanguageinaspecificinstance,w

10、hereascompetenceistheunderlyingknowledgeoflanguagewepossess.2. AccordingtoaFunctionalistperspective,whatistheprimarypurposeoflanguage?communicationA.Mymangersayigetraise-InfiniteUtteranceOrganizationB. theyhaveeaten-FiniteUtteranceOrganizationgirlnicebutshenotpretty-NominalUtteranceOrganizationlater

11、wetalked-FiniteUtteranceOrganizationhecallhismother,say”comeover”-InfiniteUtteranceOrganizationmanwiferestaurant-NominalUtteranceOrganizationChapter4:1. Learningprocess:studiesthestagesandsequencesoflanguageacquisition,addressinghowacquisitionhappens.Neurolinguistics:studieshowthelocationandorganiza

12、tionoflanguagemightdifferintheheadsofmonolingualversusmultilingualspeakers,addressingwhatisaddedandchangedinpeoplesbrainswhentheylearnanotherlanguage.Learnerdifferences:considersaptitudeinlearning,howlearningislinkedtoageandsex,andaddresseswhysomesecondlanguagelearnersaremoresuccessfulthanothers.2.

13、学习-好资料Brocasareaisresponsiblefortheabilitytospeak,whereasWernicksareaisresponsibleforprocessingaudioinput.Coordinatebilingualism:UrsulaspeaksFrenchandGermanfluently,butcannotswitchreadilybetweenthetwo.ShemustspeakallGermanwithyou,orallFrench,evenifyoubothknowbothlanguages.Subordinatebilingualism:Sha

14、nespeaksEnglishnativelyandGermanasanL2.EachtimehelearnssomethingnewinGerman,hetranslateitintoEnglishtomemorizetheliteraltranslationandcompareittotheEnglishmeaningandstructure.Compoundbilingualism:MariaspeaksFrenchandEnglishfluently,andoftenspeaksFRENGLISH,amixtureofFrenchandEnglish,withherotherbilin

15、gualfriends.Sheproducesandunderstandsthismixtureoflanguageseasily.3. InputifConsideredwhateversampleofL2thatlearnersareexposedto.However.accordingtotheinformationProcessingframework,whatmustlearnersdotomakethisinputavailableforprocessing?Whatisthetermforthiskindofinput?5.4. Swaincontendsthatoutputis

16、necessaryforsuccessfulL2learningbecauseithelpsdevelopautomaticitythroughpracticeandbecauseithelpslearnersnoticegapsintheirownknowledge.7.5. Theconnectionistapproachtolearningfocusesontheincreasingstrengthofassociationsbetweenstimuliandresponse,consideringlearningachangeinthestrengthoftheseassociatio

17、ns.9.6. IntergrativemotivationinvolvesemotionaloraffectivereasonsforlearninganL2,suchasanintentiontoparticipateorintegrateintheL2speechcommunity.Instrumentalmotivationinvolvesapurelypracticalreasonforlearning,suchasbetterjobopportunitiesorpassingrequiredcoursesinschool.Chapter5:1.auxiliarylanguage:I

18、nIndia,nativespeakersofTamillearnEnglishtoparticipatein学习-好资料officialIndiangovernmentalproceedings.3.2. Foreignlanguage:AFrenchpersonstudiesGermanforsixyearsbecausetheschoolsystemrequiresit.5.6.Secondlanguage:AChinesefamilyimmigratestoCanadaandstudiesEnglishsoastoentertheschoolsystemsandtheworkforce.Accordingtosocioculturaltheory,interactionisnecessaryforlanguageacquisition,andalloflearningisasocialprocess.8.7. Thezoneofproximaldevelopmentrepresentsanareaofpotentialdevelopmentwherethelearnerachievesmorethroughinteractionwithateacheroram