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)AcquisitionLearningimplicit, subconsciousexplicit, consciousinformal situationsformal situation

2、suses grammatical feeluses 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 t

3、han 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 contex

4、tLanguage 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)M

5、otivation ， Age ， Learning strategy4.Behaviorist learning theoryBehaviorist 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 particular stim

6、ulus 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 firs

7、t 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 behavi

8、orist 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 and se

9、ntence patterns)7.What is contrastive analysis (CA)between them. It could also be doneContrastive 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

10、 the differences and similarities 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 purpose of

11、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 learner s first language and the target language. The strong form of the hypothesis claims that these differences can be used to predict all er

12、rors 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 conwcehpetr,eas “ difficulty ” is a psychological concept. Therefore, the level of learning difficu

13、lty 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 of learner lang

14、uage, 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 , or tsh Le1negative transfer of one s mother tongue.Intrali

15、ngual 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 differences4.Strategies in L2 learni

16、ng5.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 meanings for which they

17、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 translation strategies.15.M

18、eta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of one s production or comprehension, and evaluating learning after an activity is completed.16.Cognitive strategiesCognitive strategies refer to the steps or operations used

19、 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, Contextualization,Elaboration,

20、 Transfer, Inferencing17.Individual learner variablesPersonal factors:group dynamics; attitudes to the teacher and course materials; learningtechniques General factors:age; aptitude; cognitive style; motivation; personality18.MotivationIntegrative motivation 融合型动机 is present in learners who identify

21、 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 are interested inlearning the lan

22、guage for the possible benefits, that is, the learner s 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 construct:Motivation = effort +

23、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. (Larry Selinker)It

24、 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.of fossilizationFossilization refers to the state in which the second language learners stop to learning w

25、hen 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.Permanent fossilizationThis means the

26、learner lsa nguage 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 learning opportunitiesFeedback:positiv

27、e cognitive feedbacks cause fossilization ;. “ Oh,I see ”)negative feedbacks help to prevent fossilization. “ I don t understand you ” ) 23. Definition of UGCook(1985) summarizing the Chomskyan position, defines universagl rammar as the properties inherent in the human mind . Universal grammar consi

28、sts of a set of general principlesthat apply to all language rather than a set of particular rules.24.Markedness less basic than others.Linguists working in the Chomskyan school suggest that linguistic rules can either be part of the core grammar . the universal rules) or be part of the periphery.Co

29、re rules are considered to be unmarked and therefore easily acquired.Periphery roles are considered to be and therefore different to learn.25.Krashen Mso nitor ModelKrashen s monitor model mainly consists of the following five hypothses:(1)Acquisition-Learning Hypothesis:there are two kinds of ways

30、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 learners fi rst language, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byp

31、roduct 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 receiving comprehensible input.We acquire , only when we understand the structure that is “ ali ttle beyond ” where we are nowComprehens

32、ible input is defined as L2 input just beyond the Learner s current L2 competence, in terms of its syntactic complexity. If a learner cusrrent competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2 /3/4 ) will notbe useful for acquisition.(4)The affective filter hypothesisSLA is affected by factors like Motivation , Self-confidence, An