第二语言习得概论 考研复习.docx

1、第二语言习得概论 考研复习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)? Acquisition?Learningimplicit, subconsciousexplicit, consciousinformal situations?formal situat

2、ionsuses grammatical feel uses grammatical rulesdepends on attitudedepends on aptitudestable order of acquisition simple 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 rat

3、her than 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

4、context Language policy and the attitude of the public sector;Social demand With 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 people Learner factors (internal

5、factors)Motivation ，Age ，Learning strategy4. Behaviorist learning theory Behaviorist learning theory is a general theory of learning . 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 parti

6、cular stimulus 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 betw

7、een the 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, accordi

8、ng to behaviorist 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, stru

9、ctures and 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

10、similarities 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 ulti

11、mate purpose 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 differences between the learners first language and the target language. The strong form of the hypothesis claims that these differences can be used to

12、 predict all errors that will occur. The weak form of the hypothesis claims that these differences can be used to identify some out of the total errors that actually arise. vs difficulty“Difference” is a linguistic concept, whereas “difficulty” is a psychological concept. Therefore, the level of lea

13、rning difficulty cannot be inferred directly from the degree of difference between two 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, .It involves collecting samples o

14、f 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 ones L1, or the negative transfer of ones mother

15、 tongue.Intralingual error: deviated forms in learner language that reflect learners transitional competence and which are the results of such learning process as overgeneralization.confusion of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Strat

16、egies in L2 learning5. Strategies of L2 communication . 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 communicating me

17、anings 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 t

18、ranslation 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

19、the 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, Co

20、ntextualization, 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

21、present in 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. Instrumental orientation工具型动机refers to those cases where the learners a

22、re interested in learning the language for the possible benefits, that is, the learners goal is functional. Resultative motivation:因果性动机 Learners motivation is strongly affected by their achievement.Intrinsic motivation:内在兴趣动机 Motivation as intrinsic interest.Motivation as a multi-componential const

23、ruct:Motivation = effort + desire to achieve goal + attitudes Task 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

24、 language. (Larry Selinker)It is independent of both the learners 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. of fossilizationFossilization refers to the state in which the second languag

25、e 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.Permanen

26、t fossilization This means the learners language 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 pressure Lack of learni

27、ng opportunities Feedback: positive cognitive feedbacks cause fossilization ; . “Oh,I see”)negative feedbacks help to prevent fossilization. . “I dont understand you” )23. Definition of UGCook(1985) summarizing the Chomskyan position, defines universal grammar as the properties inherent in the human

28、 mind. Universal grammar consists of a set of general principles that apply to all language rather than a set of particular rules.24. Markedness Markedness refers to the idea that some linguistic structures are special or less natural or less basic than others. Linguists working in the Chomskyan sch

29、ool suggest that linguistic rules can either be part of the core grammar . 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. Krashens Monitor Model Krashen

30、s monitor model mainly consists of the following five hypothses:(1) Acquisition-Learning Hypothesis: there are two kinds of ways of learning a second language ,., acquisition and learning. (2) Natural Order Hypothesis: SLA follows a universal route that is not influenced by factors such as the learn

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

32、eiving comprehensible input. We acquire, only when we understand the structure that is “a little beyond” where we are nowComprehensible input is defined as L2 input just beyond the Learners current L2 competence, in terms of its syntactic complexity. If a learners current competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2/3/4) will not