英语二语习得66题问答+答案.docx
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英语二语习得66题问答+答案.docx
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英语二语习得66题问答+答案
DiscussionQuestionsofSLA
Chapter1:
Learningafirstlanguage
1.Thinkofthreeorfour‘telegraphic’sentencesthatayoungchildmightproduce.ThesemaybeinEnglishoranotherlanguageyouknowwell.Howarethese‘littlesentences’similartothoseintheadultlanguage?
Howaretheydifferent?
Bothofsentencescontainthenecessarykeywords,especiallynouns,verbsandadjectives.But,telegraphicsentencesareshorter,andlackfunctionwords,inwhichgrammaticalelementsareoftenomittedorinsertedincorrectly,andsingle-clause.
2.Researchershaveusedbothlongitudinalandcross-sectionalapproachestoinvestigatetheorderofacquisitionofgrammaticalmorphemesinEnglishbyyoungchildren.Describetheseapproachesinyourownwords.Whatarethechallengesandthepotentialbenefitsofeach?
Cross-sectionalapproachstudiessubjectsatdifferentagesandstagesofdevelopment.Longitudinalapproachstudythesamelearner’soveraperiodoftime.
Longitudinalstudyapproachtakesalotoftimeandareveryexpensiveandinconvenient.Meanwhilelongitudinalstudiestrackthesamepeople,avoiddifferencesofculturaldifferencesacrossgenerations,andmakeobservingchangesmoreaccurate.
Whenitcomestocross-sectionalapproach,routinedatanotdesignedtoanswerthespecificquestion,andothervariableswillaffecttherelationshipbetweenthecauseandeffect.Theuseofroutinelycollecteddataallowslargecross-sectionalstudiesinlargescale,andcostlesstotheresearcher.
3.Whatisthe‘wugtest’?
WhatdothefindingsfromthewugtesttellusaboutChildren’sdevelopinglanguage?
Whatadvantagesdoesthewugtesthaveoverstudiesthatobservechildren’slanguageinnaturalsettings?
Canyouthinkofsomedisadvantages?
“Wugtest”isdesignedasshowingstudentsmake-upwords,andblankfillingexercise,toexplorechildren’sknowledgeoflanguage.
Byagefour,childrenhavemasteredthebasicstructureofthelanguage.
Itcanbedemonstratedthatchildrennotonlyknowalistofmemorizedwordpairs,butcanapplytheserulestowordswhichtheyhaveeverheardbefore.
Theacquisitionofthemorecomplexgrammaticalstructuresofthelanguagerequiresadifferentsortofexplanation.
4.Whatismetalinguisticawareness?
Whyisitaprerequisiteforbeingabletounderstandmostjokesandriddles?
Thinkofajokeorriddleyouknow.Howismetalinguisticawarenessrelatedtoyourunderstandingofwhatmakesthisjokefunny?
Theabilitytotreatlanguageasaobject,separatefromthemeaningitconveys.
Metalingusitcawarenessalsoincludesthediscoveryofsuchthingsasambiguity---wordsandsentencesthathavemultiplemeaning.
Ajokealwaysrelatestofunnypun,whichiscloselyrelatedtometalinguisticawareness.
5.Whathaveresearchersobservedaboutthefrequencywithwhichyoungchildrenengageinimitationandrepetitivepractice?
Inwhatwayareyoungchildren’slinguisticimitationandpracticepatternsdifferentfromthoseofsomeforeignlanguageclasses?
Fromlessthan10percentto40percent.
Youngchildrenchoosewhattheywillimitateandpractice,andthechoiceisbasedonsomethingtheyhavealreadybeguntounderstand,whichisdifferentfromforeignlanguageclasses.
6.Giveexamplesofbothgrammaticalandlexicalovergeneralizationerrorsfoundinearlychildlanguage.Whatisthegenerallearningprinciplethatunderliessucherrors?
Randall(2,9):
Aredogswiggletheirtails?
Randall(3,0)asks:
Why?
Sohecandocmylittlebump?
Childrenappeartopickoutpatternsandthengeneralizethemtonewcontexts.
7.HowdothestoriesofVictorandGenie(pages19–21)supportthecriticalperiodhypothesis?
Doyoufindthisevidenceconvincing?
WhydomostresearchersconsiderthattheevidencefromusersofAmericanSignLanguagethatwascollectedbyNewportandhercolleagues(page21)isstrongersupportfortheCPH?
VictorandGeniewhohavebeendeprivedofcontactwithlanguageintheirearlyyears,CANNOTlearnlanguagelikenormalpeople,reasonofwhichmaybethattheirlanguageacquisitiondevicewasstimulatedtoolate.
No,becausethesampleistoounusualandotherfactorsarenotexcluded.
Becausethechildrenareusuallearnersandthecircumstancesoftheirearlylivesareknowntotheresearchers.
8.HowarePiaget’sandVygotsky’sviewsoffirstlanguageacquisitionsimilar?
Howdotheydiffer?
Bothofthemstandintheinteractionistposition,believethatchildrenareactivelearnersanddevelopmentdeclineswithage.
Piagetbelievesthatchildren'scognitivedevelopmentwouldpartlydeterminehowtheyuselanguage;whileVygotskybelievesthatLanguagedevelopsentirelyfromsocialinteraction.
9.WhatwasunusualaboutJim’sexposuretolanguage?
Howdoesthiscasesupportaninteractionistperspectiveonlanguageacquisition?
Jimhadlittlecontractwithhearing/speakingadultsuptotheageof3,9,onlycontractwithorallanguagewasthroughTV.HisparentsdidnotusesignlanguagewithJim.
ItwasJim’sconversationswithsessionswithanadultimprovehislanguagedevelopment,whichishighlightedininteractionistperspective.
Chapter2:
Theoreticalapproachestoexplainingsecondlanguagelearning
Thebehaviouristperspective
10.StatetheContrastiveAnalysisHypothesis(CAH)andexplainwhyitisoftenlinkedtothebehaviouristtheory.Whatareitslimitations?
①TheCAHpredictsthatwheretherearesimilaritiesbetweenthefirstandsecondlanguages,thelearnerwillacquiresecondlanguagestructureswithease;wheretherearedifferences,thelearnerwillhavedifficulty.
②BecausetheCAHisbasedonbehaviorists’explanationonthelearningofL1,thatlanguagedevelopmentistheformationofhabits;itisassumedthatapersonlearningasecondlanguagestartsoffwiththehabitsformedinthefirstlanguageandthatthesehabitsinterferewiththenewonesneededforthesecondlanguage.
③limitations:
a)Thetheoryitselfhasitsimperfections:
thedifferencesofthefirstandsecondlanguagesdonotnecessarilyleadtodifficulties;students’difficultiesinusingsecondlanguagedoesnotleadtoerrors.b)Accordingtoempiricalevidences:
onlyafewerrorsmadeduringthesecondlanguagelearningattributestotheinterferencesofthemothertongue;notallerrorspredictedbytheCAHareactuallymade;manyoftheerrorswhichlearnersdomakearenotpredictableonthebasisoftheCAH.
11.Whatcontributionhasbehaviourismmadetoourunderstandingofhowlanguagesarelearned?
Whatisthetheorynotabletoexplain?
①BehaviorismaccountsforthelearningofL1intermsofimitation,practice,reinforcementandhabitformation,andhelpstoexplainthattheprocessofL2learningwouldbeinterferedbyL1.
②Behaviorismfailstoexplainchildren’sacquisitionofthemorecomplexgrammaticalstructuresofthelanguageinL1learning.
Theinnatistperspective
12.Sumup,inyourownwords,themainpointssurroundingthedebateaboutthenatureandavailabilityofUGinSLA.Wheredoyoustand?
①Mainpoints:
a)thenatureandavailabilityofUGinL2acquisitionisnodifferentfromthatwhichishypothesizedtoguideL1learners.b)UGoperatesinL2acquisition,butviatheL1.c)UGisnotavailabletoL2learners.
②IagreeonthatUGoperatesinL2acquisitionthesameasL1,becauseUGisconsideredtoconsistofasetofprincipleswhicharecommontoalllanguagesandithasexplainedL2acquisitiontosomeextent,forexample,errorcorrection.
13.NamethefivehypothesesthatmakeupKrashen’sMonitorModel.Accordingtothismodel,whatconditionsmustbepresentfor‘acquisition’totakeplace?
Whataretheconditionsforlanguage‘learning’?
①Theacquisition-learninghypothesis;Themonitorhypothesis;Thenaturalorderhypothesis;Theinputhypothesis;Theaffectivefilterhypothesis.
②Meaningfulinteractioninthetargetlanguage;exposuretoadequateandcomprehensibleinput:
"i+1".
14.WhatarethelimitationsofKrashen’stheory?
WhydoyouthinkthatKrashen’sideashavebeensoinfluentialinsecond-andforeign-languageeducation?
①Themainlimitationsare:
a)therearedifficultiestodefine;b)itismostlybasedonobservation,butlacksempiricalresearches.
②Itappearstohaveimmediateimplicationsforclassroompractice;itappealsintuitivelytothosewhohavetriedunsuccessfullytolearnalanguageinconditionswheretheyfeltstressedoruncomfortable.
Thecognitiveperspective
15.Howdoesinformation-processingmodelexplainSLA?
Fromtheviewofinformationprocessing,SLAisthebuildingupofknowledgesystemsthatcaneventuallybecalledonautomaticallyforspeakingandunderstanding.
Interactionistposition
16.InwhatwayareproponentsoftheinteractionistpositioninSLAinagreementwithKrashen’smonitormodel?
Inwhatwaydotheygobeyondit?
①Interactionistsagreethatcomprehensibleinputisnecessaryforlanguage
acquisition.
②Theyaremoreconcernedwiththequestionofhowinputismade
comprehensible;
③theyassumethatallcognitivedevelopmentarisesasaresultofsocial
interactionsbetweenindividuals.
17.Whatkindsofconversationalmodificationsdonativespeakersmakewhentheytalktonon-nativespeakers?
Whatsimilaritiesanddifferenceswouldyouexpecttofindbetweenthesemodificationsandthosethatareobservedinchild-directedspeech?
Why?
①Modifiedinteractioninvolvelinguisticsimplification,elaboration,slowerspeechrate,gesture,ortheprovisionofadditionalcontextualcues.
②similarities:
theyarebothconversationalinteraction;theybothinvolveaslowrateofdelivery,repetition,someclues,etc.
③differences:
a)child-directedspeech:
childrenstilllearnlanguagebytheirsiblingsev
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