二语习得概念对比

1、二语习得概念对比1.modified inp ut: Adap ted speech which adu lt suse t o addresschildrerand nativespeakers use to address language learners so that the learner will be able to unders Examples of modified input include shorter, simpler sentences, slower rate of speech, and basic vocabulary.enhanced input Inp

2、ut which is altered in an effort to make it more salient to learne It can be more or lessexplicitrangingfrom explicime talinguis tixommen ts to ty pographicahnhanceme nt (bold ty pe or underliningjbr exaggera teds tressin prehensible input A t erm int roduced by St ephen Krasheneftar to language whi

3、ch a learner can understand. The language may be comprehensible in part because of clues such as gestures, situations, or prior information.2.behaviorism A psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of habits. According to this view, w

4、hen learner imitatand repeatthe languagetheyhear in theinsurroundingmvironmentand are positively reinforced for doing so, habit formation (or learning) occurs.connectionism A theory which views language as a complex system of units which become interconnected in the mind as they are encountered toge

5、ther. The more often units are heard or seen together, the more likely it is that the presence of one wil to the activation of the other.inna tism A t heory that human beingsareborn w it h some basicknowledge abo ut languagesin general that makes it possibleto learn the specifidanguageof the eractio

6、nismA theory that language acquisition is based both on learners innate abilities and on opportunities to engage in conversations, often those in which other speakers modify t heir speech to match the learruni!a tiommrequiremen ts. The innate abilities are not seen as being specific to language or l

7、anguage acquisition.3.developmental featuresThose aspects of a language which, according to Pienemann and his colleagues, develop in a particular sequence, regardless of input variation ( instruetional intervention.variationafeatures In contrasto the developmentalfeaturein the framework developed by

8、 Pienemann and his colleaguesvariationafeatures(foe example, vocabulary,some grammaticalmorphemes) can be learnedat any point in the learners development.4.cross-sectionaritudy: A researchnethod in which subjectsit differentges andstages of development are studied. Inferences about sequences which w

9、ould apply to the developmentof individualearnerare sometimes drawn from cross-sectional stu dies. This cont ras tdonjgikudinal stu dies longitudinal studies study in which the same learners are studied over a period of ti me. This cont ras ts wcrxhss-sec tio nal stu dy.5.descriptivetudy: Researchwh

10、ich does not involveany manipulationchange, or intervention in the phenomenon being studied. The researchers goal is to observe an record wha t is happening. This cont rasXpewiitein tal st udy experime ntal study Research which is designed to study the role or impac t of one or more very specific va

11、riables. A strictly experimental study would have experimenta and co nt rogroups which differfrom each ot heronly int he crea teallof the cond itio nwhich perm it a study b t emed as a genuine experimental Inthis book, the term is used in a non-technical sense to refer to research in which an attemp

12、t has been made to investigate a single variable in an educational setting.&integrativemotivation/ instrumental motivation This distinctionontrastsmotivatiorforsecond languagelearningwhich isbased on a desireto know moreabout the cultural and community of the target language group and even a desire

13、to be more likemembers of that group (int egra timetivation)vith motivatio iwhich is more prac ti cahjuch as t he need to learnthe languagein order toge ta bett erjob(instrumental motivation).7.language acquisitianThis term ismost oftenused interchangeablyith language learning. However, for some res

14、earchers, most notably Stephen Krashen, acquisition is contrastedwith learning.According to Krashen, acquisitionrepresents unconscious learningwhich takesplacewhen attentionsfocusedon meaningrather than language form.language learning In this book, this term is a general one which simply refers to a

15、 learners developing knowledge of the t arge t language. In St ephefe Ktesmen however, Fearnirfgis contrasted witquisitin and is described aconsciou process which occurs when the lfeaiobijec tive is to learn abo ut the language it self, rather than to understand messages which are conveyed through t

16、he language.genuine question In contrast to display questions, genuine questions are asked when there is a focus on information: the asker does not know the answer in advance (for example, at did you do at the weeknd?display questionA question to which the asker already knows the answer. Teacher oft

17、en ask these question (for exampte,colour is your shirnot because they are genuinely interested in the answer, but rather, to get the learner to display hi； her knowledge of the language.9.t asked-based ins true ti onns true tion in which classroom acti vtatsie sarialar to thosewhich learnermight en

18、gage in outsidethe second or foreignlanguage classroom. Tasks may be complex, for example, creating a school newspaper, or more limited, for example, making a phone call to reserve a train ticket.form-focused ins true ti an Ins true ti owhich draws attentiorto the forms andstructures of the language

19、 within the context of communicative interaction. This may be done by giving metalinguistic information, simple highlighting the form I question or by providing corrective feedback.10.content -based ins true ti an Second language programs in which lessons are organizedaround topics,hemes, and/orsubj

20、ect-matteratherthan languagepoints (for example, French immersion programs).comprehensive-basedins true tionA generalterm to describes varie tyof second language programs in which the focus of instruetion is on comprehension rather than production (for example, Total Physical Response).11.developmen

21、tal errorAn error in learner language which does not result from first language influence but rather reflects th lgradual discovery of the second language system. These errors are often similar to those made by children learning th language as their mother tongue.overgeneralization errcThis type of

22、error is the result of trying to use a rule in a context where it does not belong, for example, putting erlegudiurg on an irregular verb, asbiiyed”ns tead of “bough t”.simplifica tio iLeaving out eleme nts of a sen tence, as when all verbs have the same form regardless of person, number, t ense, foregampoday. He go yes tpe tence: Chomsky used t his term to referto knowledge of language.This is contrastedwith performance which is the way a person actuallyuses languagewhetheSorspeaking,listening)r writingBecause we cannotobservecompetence direc