第二语言习得概论考研复习.doc
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1、 1. SLA(Second Ianguage acquisition) is the process by which a Ianguage other than the mother tongue is learnt in a natural setting or in aclassroom. 2. Acquisition vs. Learning (Krashen1982)Acquisiti onLear ningimplicit, subc on sciousexplicit, con sciousin formal situati onsformal situati onsuses
2、grammatical fee luses grammatical rulesdepe nds on attitudedepe nds on aptitudestable order of acquisiti onsimple to complex order oflear ningAcquisiti on refers to the lear ning of a Ian guage uncon sciously un der natural settings where learners pay attention only to the meanings or contents rathe
3、r tha n forms or grammars.Learningrefers to the learningof a Ianguageconsciouslyundereducati onal sett ings where lear ners mai nly pay atte nti on to forms or grammars.3. Factors affecti ng SLASocial factors (external factors)Lear ner factors (internal factors)Social factors (external factors)Socia
4、l contextLanguage policy and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widelyaccepted amongeducators and national leaders that proficiency in another language is an indispensable quality of educated peopleLearner factors (internal fac
5、tors) Motivation , Age ,Learning strategy 4. Behaviorist learning theoryBehaviorist learning theory is a general theory of learning (i.e. 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 par
6、ticular 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 isregarded as a process of habit formation.5. The causes of errors according to behaviorismDifferences betwe
7、en 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, accordin
8、g to behaviorist theory, were the result of non-learning, rather than wrong learning.The meansused 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, struct
9、ures 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 todetermine boththe differences and si
10、milaritiesbetween them. It could also be donewithin 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 errorsfor the ultimate
11、purpose of isolating whatneeds 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 pred
12、ict 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.9. difference vs difficulty“Difference ” is a linguistic concept, whereas “difficulty” is apsychologicalconcept. Therefore, the level
13、of learningdifficultycannot 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, p.96).It involves collecting
14、samples of 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 one s L1 , or the negative transfer of o
15、nes mother tongue.Intralingual error : deviated forms in learner language that reflect learners transitional competence and which are the results of such learning process as overgeneralization. con fusi on of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner diffe
16、rences3. Strategies in L2 learning5. Strategies of L2 communicatione.g. 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 o
17、f communicating meanings 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,
18、 vocabulary, or translation strategies.15. Meta-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 str
19、ategies refer to the steps or operations used in learningor 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 representati
20、on, Key word, Contextualization, 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 motiva
21、tion融合型动机 is present in learners who identifywith 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 th
22、elearners are interestedin learning the language for the possiblebenefits, that is, the learner s goal is functional.Resultative motivation:因果性动机 Learners motivation is stronglyaffected by their achievement.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + a
23、ttitudesTask motivation: the interest felt by the learner in performing different learning tasks. 19. Defin iti on in terla nguageInterlanguage is the approximate language system that the learner constructs for use in communication through the target language. (Larry Selinker)It is independent of bo
24、th the learners first language and the targetlanguage.It suggests that learners language is between L1 AND L2 and that it is a continuum along which all learners traverse.20. Definition of fossilizationFossilization refers to the state in which the second language learners stop to learning when thei
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