二语习得期末复习资料Word格式.docx
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二语习得期末复习资料Word格式.docx
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instructedlearningthattakesplaceinclassroom
4.
Linguisticcompetence:
5.theunderlyingknowledgethataspeaker/hearerhaveofalanguage.
Chomskydistinguishesthisformlinguisticperformance.
Linguisticperformance:
theuseoflanguageknowledgeinactualproduction.
6.
Firstlanguage/nativelanguage/mothertongue(L1):
7.thelanguageacquiredinchildhood
Simultaneousmultilingualism:
abilitytouseoneormorelanguagesthatwereauqired8.
duringearlychildhood.
Sequentialmultilingualism:
9.abilitytouseoneormorelanguagesthatwerelearnedafterL1
hadalreadybeenestablished.
1.WhatarethethreebasicquestionsinSLA?
(1)WhatexactlydoestheL2learnercometoknow?
(2)HowdoestheL2leaneracquirethisknowledge?
(3)Whyaresomelearnersmoresuccessfulthanothers?
2.Whytherearenosimpleanswerstothesequestions?
(P2)
Chapter2foundationsofsecondlanguageacquisition
1.Multilingualism:
theabilitytousemorethanonelanguage.
2.Bilingualism:
theabilitytousetwolanguages.
3.Monolingualism:
theabilitytouseonlyonelanguage.
4.Multilingualcompetence:
“thecompoundstateofamindwithtwoormoregrammars”
5.Monolingualcompetence:
knowledgeofonlyonelanguage.
6.Learnerlanguage:
alsocalledinterlanguagewhichreferstotheintermediatestatesor
interimgrammarsofleanerlanguageasitmovestowardthetargetL2.
7.Positivetransfer:
appropriateincorporation(合并,编入)ofanL1structureorruleinL2
structure.
8.Negativetransfer:
inappropriateinfluenceofanL1structureorruleinL2use,alsocalled
interference.
9.Fossilization:
astablestateinSLAwherelearnersceasetheirinterlanguagedevelopment
beforetheyreachtargetnormsdespitecontinuingL2inputandpassageoftime.
10.Poverty-of-the-stimulus:
theargumentthatbecauselanguageinputtochildrenis
impoverished(穷尽的)andtheystillacquireL1,theremustbeaninnatecapacityforL1
acquisition.
11.Innatecapacity:
anaturalability,usuallyreferringtochildren'
snaturalabilitytolearnor
acquirelanguage.
1.Whatisthenatureoflanguagelearning?
12
/1
(1)Simultaneous/sequentialmultilingualism
(2)Theroleofnaturalability
a)Humansarebornwithanaturalabilityorinnatecapacitytolearnanotherlanguage.
b)Aschildrenmature,sodotheirlanguageabilities.
c)Individualvariationmayoccurinlearning;
therateoflearningcandiffer,butthereare
stageseveryonegoesthrough.
d)“Cutoffpoint”-iftheprocessdoesnothappenatayoungage,you'
llneverlearnthe
language.(关键期假说)(CriticalPeriodHypothesis)
(3)Theroleofsocialexperience
a)Childrenwillneveracquirelanguageunlessthatlanguageisusedwiththemand
aroundthem,nomatterwhatistheirlanguage.
b)Aslongaschildrenareexperiencinginputandsocialinteraction,therateandsequence
ofdevelopmentdoesn'
tchange.
c)Theonlythingthatmaychangeispronunciation,vocabulary,andsocialfunction.
2.WhataresomebasicsimilaritiesanddifferencesinL1andL2learning?
(P17表格)
(1)SimilaritiesbetweenL1andL2
a)Developmentstages
InitialState-knowledgeaboutlanguagestructuresandprinciples
IntermediateState-Basiclanguagedevelopment
FinalState-Outcomeoflearning
b)Necessaryconditions:
Input
(2)DifferencesbetweenL1andL2(P17表格)
3.Whatis“thelogicalproblemoflanguageacquisition”?
(1)Children'
sknowledgeoflanguagegoesbeyondwhatcouldbelearnedfromtheinput
theyreceive.(Poverty-of-thestimulus)
(2)Constraintsandprinciplescannotbelearned
(3)Universalpatternsofdevelopmentcannotbeexplainedbylanguage-specificinput.
(如果说普遍语法存在孩子们脑中,那语言输入起的作用又如何解释呢?
)
4.FrameworkforSLA(P24&
P26)
Perspectives,foci,andframeworks
perspectivefociframework
Transformational-GenerativeGrammarInternalLinguistic
PrinciplesandParametersModel
MinimalistProgram
Functionalismexternal
psychology
LanguaheandthebrainNeurolinguistics
Learningprocesses
InformationProcessing
Processability
Connectionism
Individualdifference
Humanisticmodels
Social
VariationTheory
Microsocial
AccomodationTheory
SocioculturalTheory
MacrosocialEthnographyofCommunication
/2
AcculturationTheory
SocialPsychology
Giveatleastthreereasonsthatmanyscie
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- 关 键 词:
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