二语习得复习汇总文档格式.doc

二语习得复习汇总文档格式.doc

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a）L2variation 

b）inputandinteraction 

c）interactionasthegenesisoflanguage

3.Whatisthedifferencebetweenlinguisticcompetence&

communicativecompetence（CC）?

Linguisticcompetence-Itwasdefinedin1965byChomskyasaspeaker'

sunderlyingabilitytoproducegrammaticallycorrectexpressions.Linguisticcompetencereferstoknowledgeoflanguage.Theoreticallinguisticsprimarilystudieslinguisticcompetence:

knowledgeofalanguagepossessedby“anidealspeak-listener”.

Communicativecompetence-Itisaterminlinguisticswhichrefersto“whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”,suchasalanguageuser'

sgrammaticalknowledgeofsyntax,morphology,phonologyandthelike,aswellassocialknowledgeabouthowandwhentouseutterancesappropriately.

4.WhyisCCinL1differentfromL2?

L1learningforchildrenisanintegralpartoftheirsociolizationintotheirnativelanguagecommunity.L2learningmaybepartofsecondculturelearningandadaptation,buttherelationshipofSLAtosocialandculturallearningdiffersgreatlywithcircumstances.

5.WhatisAccommodationTheory?

HowdoesthisexplainL2variation?

Accommodationtheory:

Speakers（usuallyunconsciously）changetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.ThisaccountsinpartforwhynativespeakerstendtosimplytheirlanguagewhentheyaretalkingtoaL2learnerwhoisnotfluent,andwhyL2learnersmayacquiresomewhatdifferentvarietiesofthetargetlanguagewhentheyhavedifferentfriends.

6.Discusstheimportanceofinput&

interactionforL2learning.Howcouldthisaffectthefeedbackprovidedtostudents?

.a）Fromtheperspectiveoflinguisticapproaches:

（1）behaviorist:

theyconsiderinputtoformthenecessarystimuliandfeedbackwhichlearnersrespondtoandimitate;

（2）UniversalGrammar:

theyconsiderexposuretoinputanecessarytriggerforactivatinginternalmechanisms;

（3）MonitorModel:

considercomprehensibleinputnotonlynecessarybutsufficientinitselftoaccountforSLA;

b）Fromtheperspectiveofpsychologicalapproaches:

（1）IPframework:

considerinputwhichisattendedtoasessentialdataforallstagesoflanguageprocessing;

（2）connectionistframework:

considerthequantityorfrequencyofinputstructurestolargelydetermineacquisitionalsequencing;

c）Fromtheperspectiveofsocialapproaches:

interactionisgenerallyseenasessentialinprovidinglearnerswiththequantityandqualityofexternallinguisticinputwhichisrequiredforinternalprocessing.

ⅱ.OthertypesofinteractionwhichcanenhanceSLAincludefeedbackfromNSswhichmakesNNsawarethattheirusageisnotacceptableinsomeway,andwhichprovidesamodelfor“correctness”.WhilechildrenrarelyreceivesuchnegativeevidenceinL1,anddon’trequireittoachievefullnativecompetence,correctivefeedbackiscommoninL2andmayindeedbenecessaryformostlearnerstoultimatelyreachnative-likelevelsofproficiencywhenthatisthedesiredgoal.

7.ExplainZPD.HowwouldscaffoldingputastudentinZPD?

ZoneofProximalDevelopment,thisisanareaofpotentialdevelopment,wherethelearnercanachievethatpotentialonlywithassistance.Mentalfunctionsthatarebeyondanindividual'

scurrentlevelmustbeperformedincollaborationwithotherpeoplebeforetheyareachievedindependently.OnewayinwhichothershelpthelearnerinlanguagedevelopmentwithintheZPDisthroughscaffolding.Scaffoldingreferstoverbalguidancewhichanexpertprovidestohelpalearnerperformanyspecifictask,ortheverbalcollaborationofpeerstoperformataskwhichwouldbetoodifficultforanyoneofthemindividually.Itisnotsomethingthathappenstolearnersasapassiverecipient,buthappenswithalearnerasanactiveparticipant.

8.ExplainwhysomelearnersaremoresuccessfulthanothersfromtheperspectiveofS-Ctheory?

TheS-Cframeworksupportstheviewthatsomelearnersmaybemoresuccessfulthanothersbecauseoftheirlevelofaccesstoorparticipationinalearningcommunity,orbecauseoftheamountofmediationtheyreceivefromexpertsorpeers,andbecauseofhowwelltheymakeuseofthathelp.

9.WhatarethemacrosocialfactorsthatinfluenceSLA?

（1）GlobalandnationalstatusofL1andL2

（2）Boundariesandidentities

（3）Institutionalforcesandconstraints（4）Socialcategories（5）Circumstancesoflearning

10.Whataretheadvantagesofyounglearnersandoldlearnersrespectively?

YoungL2learnersaremorelikelytoacquirethelanguageinanaturalisticsetting;

theyaremorelikelytousetheL2inhighlycontextualizedface-to-facesituation.OlderlearnerssucceedinSLAtothelevelofbeingableto“pass”foranativespeakerwhensocialmotivationisstrongenough.

11.Whatarethesimilaritiesanddifferencesbetweenlinguists,psycholinguist,sociolinguistsandsocialpsycholinguists?

（1）Linguistsemphasizethecharacteristicsofthedifferencesandsimilaritiesinthelanguagesthatarebeinglearned,andthelinguisticcompetence（underlyingknowledge）andlinguisticperformance（actualproduction）oflearnersatvariousstagesofacquisition.

（2）Psychologistsandpsycholinguistsemphasizethementalorcognitiveprocessesinvolvedinacquisition,andtherepresentationoflanguagesinthebrain.

（3）Sociolinguistsemphasizevariabilityinlearnerlinguisticperformance,andextendthescopeofstudytocommunicativecompetence（underlyingknowledgethatadditionallyaccountsforlanguageuse,orpragmaticcompetence）.

（4）Socialpsychologistsemphasizegroup-relatedphenomena,suchasidentityandsocialmotivation,andtheinteractionalandlargersocialcontextsoflearning.

12.Whatarethedifferencesbetweensecondlanguage,foreignlanguage,librarylanguageandauxiliarylanguage?

（1）Asecondlanguageistypicallyanofficialorsocietallydominantlanguageneededforeducation,employment,andotherbasicpurposes.Itisoftenacquiredbyminoritygroupmembersorimmigrantswhospeakanotherlanguagenatively.Inthismorerestrictedsense,thetermiscontrastedwithothertermsinthislist.

（2）Aforeignlanguageisonenotwidelyusedinthelearners'

immediatesocialcontextwhichmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool,butwithnoimmediateornecessarypracticalapplication. 

（3）Alibrarylanguageisonewhichfunctionsprimarilyasatoolforfuturelearningthroughreading,especiallywhenbooksorjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearners'

nativetongue.

（4）Anauxiliarylanguageisonewhichlearnersneedtoknowforsomeofficialfunctionsintheirimmediatepoliticalsetting,orwillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.

13.Whyaresomelearnersmore（orless）successfulthanothers?

TheintriguingquestionofwhysomeL2learnersaremoresuccessfulthanothersrequiresustounpackthebroadlabel“learners”forsomedimensionsofdiscussion.LinguisticsmaydistinguishcategoriesoflearnersdefinedbytheidentityandrelationshipoftheirL1andL2;

psycholinguistsmaymakedistinctionsbasedonindividualaptitudeforL2learning,personalityfactors,typesandstrengthofmotivation,anddifferentlearningstrategies;

sociolinguistsmaydistinguishamonglearnerswithregardtosocial,economic,andpoliticaldifferencesandlearnerexperiencesinnegotiatedinteraction;

andsocialpsychologistsmaycategorizelearnersaccordingtoaspectsoftheirgroupidentityandattitudestowardtargetlanguagespeakersortowardL2learningitself.

14.Listatleastfivepossiblemotivationsforlearningasecondlanguageatanolderage.

Themotivationmayarisefromavarietyofconditions,includingthefollowing:

lInvasionorconquestofone’scountrybyspeakersofanotherlanguage;

lAneedordesiretocontactspeakersofotherlanguagesineconomicorotherspecificdomains;

lImmigrationtoacountrywhereuseofalanguageotherthanone'

sL1isrequired;

lAdoptionofreligiousbeliefsandpracticeswhichinvolveuseofanotherlanguage;

lAneedordesiretopursueeducationalexperienceswhereaccessrequiresproficiencyinanotherlanguage;

lAdesireforoccupationalorsocialadvancementwhichisfurtheredbyknowledgeofanotherlanguage;

lAninterestinknowingmoreaboutpeoplesofotherculturesandhavingaccesstotheirtechnologiesorliteratures.

15.Whatarethetwomainfactorsthatinfluencethelanguagelearning?

（1）Theroleofnaturalability:

Humansarebornwithanaturalabilityorinnatecapacityto