第二语言习得概论考研复习.docx
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第二语言习得概论考研复习
★1.SLA(Secondlanguageacquisition)istheprocessbywhichalanguageotherthanthemothertongueislearntinanaturalsettingorinaclassroom.
★2.Acquisitionvs.Learning(Krashen1982)
Acquisition
Learning
implicit,subconscious
explicit,conscious
informalsituations
formalsituations
usesgrammatical'feel'
usesgrammaticalrules
dependsonattitude
dependsonaptitude
stableorderofacquisition
simpletocomplexorderoflearning
Acquisitionreferstothelearningofalanguageunconsciouslyundernaturalsettingswherelearnerspayattentiononlytothemeaningsorcontentsratherthanformsorgrammars.
Learningreferstothelearningofalanguageconsciouslyundereducationalsettingswherelearnersmainlypayattentiontoformsorgrammars.
3.FactorsaffectingSLA
Socialfactors(externalfactors)
Learnerfactors(internalfactors)
Socialfactors(externalfactors)
Socialcontext
Languagepolicyandtheattitudeofthepublicsector;
Socialdemand
Withthetrendofglobalizationoftheworldeconomy,itiswidelyacceptedamongeducatorsandnationalleadersthatproficiencyinanotherlanguageisanindispensablequalityofeducatedpeople
Learnerfactors(internalfactors)
Motivation,Age,Learningstrategy
4.Behavioristlearningtheory
Behavioristlearningtheoryisageneraltheoryoflearning.itappliestoallkindsoflearning,notjustlanguagelearning).
Itviewslearningastheformationofhabits.Theassociationofaparticularresponsewithaparticularstimulusconstitutedahabit.Itisformedwhenaparticularstimulusbecameregularlylinkedwithaparticularresponse.
WhenappliedtoSLA,theprocessofsecondlanguageacquisitionisregardedasaprocessofhabitformation.
5.Thecausesoferrorsaccordingtobehaviorism
Differencesbetweenthefirstandsecondlanguagecreatelearningdifficultywhichresultsinerrors.
Behavioristlearningtheorypredictsthattransferwilltakeplacefromthefirsttothesecondlanguage.Transferwillbenegativewhenthereisproactiveinhibition.Inthiscaseerrorswillresult.
Errors,accordingtobehavioristtheory,weretheresultofnon-learning,ratherthanwronglearning.
ThemeansusedtopredictpotentialerrorsbybehavioristsisContrastiveAnalysis.
6.Structuralism
Languagewasviewedasacodedsystemconsistingofstructurallyrelatedelements(phonemes,morphemes,words,structuresandsentencepatterns)
7.Whatiscontrastiveanalysis(CA)
betweenthem.Itcouldalsobedone
Contrastiveanalysisisaninductiveinvestigativeapproachbasedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonoftwoormorelanguagesorsubsystemsoflanguagesinordertodetermineboththedifferencesandsimilaritieswithinonelanguage.Contrastiveanalysiscanbeboththeoreticalandappliedaccordingtovariedpurposes.
8.ContrastiveAnalysisHypothesis(CAH)
ContrastiveanalysisisawayofcomparinglanguagesinordertodeterminepotentialerrorsfortheultimatepurposeofisolatingwhatneedstobelearnedandwhatdoesnotneedtobelearnedinanL2situation.
AccordingtoCAH,L2errorsareresultofdifferencesbetweenthelearner’sfirstlanguageandthetargetlanguage.Thestrongformofthehypothesisclaimsthatthesedifferencescanbeusedtopredictallerrorsthatwilloccur.Theweakformofthehypothesisclaimsthatthesedifferencescanbeusedtoidentifysomeoutofthetotalerrorsthatactuallyarise.
vsdifficulty
“Difference”isalinguisticconwcehpetr,eas“difficulty”isapsychologicalconcept.Therefore,theleveloflearningdifficultycannotbeinferreddirectlyfromthedegreeofdifferencebetweentwolanguagesystems.
10.DefinitionofErroranalysis(EA)
thestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners(LongmanDictionaryofAppliedLinguistics,.
Itinvolvescollectingsamplesoflearnerlanguage,identifyingtheerrorsinthesesamples,describingtheseerrors,classifyingthemaccordingtotheirhypothesizedcauses,andevaluatingtheirsseriousness.
11.Interlingualerror:
deviatedformsresultingfromtheinterferenceofone,’ortshLe1negativetransferofone’smothertongue.
Intralingualerror:
①deviatedformsinlearnerlanguagethatreflectlearners’transitionalcompetenceandwhicharetheresultsofsuchlearningprocessasovergeneralization.
②confusionofL2rules
12.Factorscausingerrors
1.Languagetransfer
2.Overgeneralization
3.Learnerdifferences
4.StrategiesinL2learning
5.StrategiesofL2communication
.Thetwostudentschangedeyesandeyebrowsinclass.
13.Typesoflearnerstrategy
Learningstrategy,Productionstrategy表达策略Communicationstrategy:
Communicationstrategiesareemployedwhenlearnersarefacedwiththetaskofcommunicatingmeaningsforwhichtheylacktherequisitelinguisticknowledge.Typicalcommunicationstrategiesareparaphraseandmime.
14.Classificationsoflearningstrategy(Cohen2006)
(2)Byfunction:
Metacognitive;Cognitive;Socio-affective
(3)Byskill:
listening,speaking,reading,writing,vocabulary,ortranslationstrategies.
15.Meta-cognitivestrategies
Meta-cognitivestrategyistheplanningforlearning,thinkingaboutthelearningprocess,monitoringofone’sproductionorcomprehension,andevaluatinglearningafteranactivityiscompleted.
16.Cognitivestrategies
Cognitivestrategiesrefertothestepsoroperationsusedinlearningorproblem-solvingthatrequiredirectanalysis,transformation,orsynthesisoflearningmaterial.
Repetition,Resourcing,Directedphysicalresponse,Translation,Grouping,Note-taking,DeductionRecombination,Imagery,Auditoryrepresentation,Keyword,Contextualization,
Elaboration,Transfer,Inferencing
17.Individuallearnervariables
Personalfactors:
groupdynamics;attitudestotheteacherandcoursematerials;learning
techniquesGeneralfactors:
age;aptitude;cognitivestyle;motivation;personality
18.Motivation
Integrativemotivation融合型动机ispresentinlearnerswhoidentifywiththetargetculture,
wouldliketoresemblemembersofthetargetcultureandwhowouldliketoparticipateinthetargetculture.Itisassumedtobebasedinthepersonalityofthelearner.
Instrumentalorientation工具型动机referstothosecaseswherethelearnersareinterestedin
learningthelanguageforthepossiblebenefits,thatis,thelearner’sgoalisfunctional.
Resultativemotivation:
因果性动机Learners’motivationisstronglyaffectedbytheirachievement.
Intrinsicmotivation:
内在兴趣动机Motivationasintrinsicinterest.
Motivationasamulti-componentialconstruct:
Motivation=effort+desiretoachievegoal+attitudes
Taskmotivation:
theinterestfeltbythelearnerinperformingdifferentlearningtasks.
★19.Definition–interlanguage
Interlanguageistheapproximatelanguagesystemthatthelearnerconstructsforuseincommunicationthroughthetargetlanguage.(LarrySelinker)
Itisindependentofboththelearner’sfirstlanguageandthetargetlanguage.
Itsuggeststhatlearners’languageisbetweenL1ANDL2andthatitisacontinuumalongwhichalllearnerstraverse.
★offossilization
Fossilizationreferstothestateinwhichthesecondlanguagelearnersstoptolearningwhentheirinternalizedrulesystemcontainsrulesdifferentfromthetargetlanguage.Thatistosay,theinterlanguagestopsevolvingtowardstheTL.
21.Classificationoffossilization
Temporaryfossilization:
thephenomenonisalterableundercertainconditions.
Permanentfossilization
Thismeansthelearner’lsanguagestopsevolvingforever.Becausestablestageisnotrealfossilization,sothereisnorealpermanentfossilization.
22.Causesoffossilization
Internal:
Motivation;Communicativeneeds;Acquisitiondevice
External:
Communicativepressure
Lackoflearningopportunities
Feedback:
positivecognitivefeedbackscausefossilization;
.“Oh,Isee”)
negativefeedbackshelptopreventfossilization.
.“Idon’tunderstandyou”)
★23.DefinitionofUG
Cook(1985)summarizingtheChomskyanposition,defines‘universaglrammar’as‘thepropertiesinherentinthehumanmind’.Universalgrammarconsistsofasetofgeneralprinciples
thatapplytoalllanguageratherthanasetofparticularrules.
24.Markedness
‘lessbasic’thanothers.
LinguistsworkingintheChomskyanschoolsuggestthatlinguisticrulescaneitherbepartofthecoregrammar.theuniversalrules)orbepartoftheperiphery.
Corerulesareconsideredtobeunmarkedandthereforeeasilyacquired.
Peripheryrolesareconsideredtobeandthereforedifferenttolearn.
25.Krashen’MsonitorModel
Krashen’smonitormodelmainlyconsistsofthefollowingfivehypothses:
(1)Acquisition-LearningHypothesis:
therearetwokindsofwaysoflearningasecondlanguage,.,acquisitionandlearning.
(2)NaturalOrderHypothesis:
SLAfollowsauniversalroutethatisnotinfluencedbyfactorssuchasthelearnersfi’rstlanguage,age,andthecontext(classroomornaturalsetting).
Implications:
Errorsaredevelopmentalandareanaturalbyproductoflearning–toleratethem.
Allowlearnerstomakeerrorsanddonotcorrectthem
(3)TheInputHypothesisc
Itlaimsamovealongthedevelopmentalcontinuumbyreceivingcomprehensibleinput.
Weacquire,onlywhenweunderstandthestructurethatis“alittlebeyond”wherewearenow
ComprehensibleinputisdefinedasL2inputjustbeyondtheLearners’currentL2competence,intermsofitssyntacticcomplexity.Ifalearner’cusrrentcompetenceisithencomprehensibleinputisi+1.Inputwhichiseithertoosimple(i)ortoocomplex(i+2/3/4⋯)willnot
beusefulforacquisition.
(4)Theaffectivefilterhypothesis
SLAisaffectedbyfactorslikeMotivation,Self-confidence,An