二语习得书本.docx

二语习得书本.docx

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二语习得书本

Aboutthebook

Acknowledgments

1IntroducingSecondLanguageAcquisition

　WhatisSLA?

　Whatisasecondlanguage?

　Whatisafirstlanguage?

　Diversityinlearningandlearners

　Summary

　Activities

2FoundationsofSecondLanguageAcquisition

　Theworldofsecondlanguages

　Thenatureoflanguagelearning

　L1versus1.2learning

　Thelogicalproblemoflanguagelearning

　FrameworksforSLA

　Summary

　Activities

　Furtherreading

3TheLinguisticsofSecondLanguageAcquisition

　Thenatureoflanguage

　EarlyapproachestoSLA

　UniversalGrammar

　Functionalapproaches

　Summary

　Activities

　Furtherreading

4ThePsychologyofSecondLanguageAcquisition

　Languagesandthebrain

　Learningprocesses

　Differencesinlearners

　Theeffectsofrnuitilingulism

　Summary

　Activities

　Furtherreading

5SocialContextsofSecondLanguageAcquisition

　Communicativecompetence

　Microsocialfactors

　Macrosocialfactors

　Summary

　Activities

　Furtherreading

6AcquiringKnowledgeforL2Use

　Competenceanduse

　Academicvs.interpersonalcompetence

　Componentsoflanguageknowledge

　Receptiveactivities

　Productiveactivities

　Summary

　Activities

　Furtherreading

7L2learningandTeaching

　Integratingperspectives

　Approachingnear-nativecompetence

　ImplicationsforL2learningandteaching

　Summary

Answerguidetoquestionsforself-study

Glossary

References

Index

SLA期末考试提纲

Week9

Chapter1IntroducingSecondLanguageAcquisition

Chapter2FoundationsofSecondLanguageAcquisition

PARTONE:

Definition:

1.SecondLanguageAcquisition（SLA）:

atermthatrefersbothtothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.

2.FormalL2learning:

instructedlearningthattakesplaceinclassrooms.

3.InformalL2learning:

SLAthattakesplaceinnaturalisticcontexts.

4.Firstlanguage/nativelanguage/mothertongue（L1）:

Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguageofachild’sfamily.Achildwhogrowsupinamultilingualsettingmayhavemorethanone“first”language.

5.Secondlanguage（L2）:

Initsgeneralsense,thistermreferstoanylanguagethatisacquiredafterthefirstlanguagehasbeenestablished.Initsspecificsense,thistermtypicallyreferstoanadditionallanguagewhichislearnedwithinacontextwhereitissocietallydominantandneededforeducation,employment,andotherbasicpurposes.Themorespecificsensecontrastswithforeignlanguage,librarylanguage,auxiliarylanguage,andlanguageforspecificpurposes.

6.Targetlanguage:

Thelanguagethatistheaimorgoaloflearning.

7.Foreignlanguage:

Asecondlanguagethatisnotwidelyusedinthelearners’immediatesocialcontext,butratheronethatmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,oronethatmightbestudiedbestudiedasacurricularrequirementorelectiveinschoolwithnoimmediateornecessarypracticalapplication.

8.Librarylanguage:

Asecondlanguagethatfunctionsasatoolforfurtherlearning,especiallywhenbooksandjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearner’sL1.

9.Auxiliarylanguage:

Asecondlanguagethatlearnersneedtoknowforsomeofficialfunctionsintheirimmediatesociopoliticalsetting.Orthattheywillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.

10.Linguisticcompetence:

Theunderlyingknowledgethatspeakers/hearershaveofalanguage.Chomskydistinguishesthisfromlinguisticperformance.

11.Linguisticperformance:

Theuseoflanguageknowledgeinactualproduction.

12.Communicativecompetence:

Abasictenet（原则、信条、教条）ofsociolinguisticsdefinedas“whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”（Saville-Troike2003）

13.Pragmaticcompetence:

Knowledgethatpeoplemusthaveinordertointerpretandconveymeaningwithincommunicativesituations.

14.Multilingualism:

Theabilitytousemorethanonelanguage.

15.Monolingualism:

Theabilitytouseonlyonelanguage.

16.Simultaneousmultilingualism:

Abilitytousemorethanonelanguagethatwereacquiredduringearlychildhood.

17.Sequentialmultilingualism:

AbilitytouseoneormorelanguagesthatwerelearnedafterL1hadalreadybeenestablished.

18.Innatecapacity:

Anaturalability,usuallyreferringtochildren’snaturalabilitytolearnoracquirelanguage.

19.Childgrammar:

Grammarofchildrenatdifferentmaturationallevelsthatissystematicintermsofproductionandcomprehension.

20.Initialstate:

Thestartingpointforlanguageacquisition;itisthoughttoincludetheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatareinlearners’headsattheverystartofL1orL2acquisition.

21.Intermediatestate:

Itincludesthematurationalchangeswhichtakeplacein“childgrammar”,andtheL2developmentalsequencewhichisknownaslearnerlanguage.

22.Finalstate:

TheoutcomeofL1andL2leaning,alsoknownasthestablestateofadultgrammar.

23.Positivetransfer:

AppropriateincorporationofanL1structureorruleinL2structure.

24.Negativetransfer:

InappropriateinfluenceofanL1structureorruleonL2use.Alsocalledinterference.

25.Poverty-of-the-stimulus:

TheargumentthatbecauselanguageinputtochildrenisimpoverishedandtheystillacquireL1,theremustbeaninnatecapacityforL1acquisition.

26.Structuralism:

Thedominantlinguisticmodelofthe1950s,whichemphasizedthedescriptionofdifferentlevelsofproductioninspeech.

27.Phonology:

Thesoundsystemsofdifferentlanguagesandthestudyofsuchsystemsgenerally.

28.Syntax:

Thelinguisticsystemofgrammaticalrelationshipsofwordswithinsentences,suchasorderingandagreement.

29.Semantics:

Thelinguisticstudyofmeaning.

30.Lexicon:

Thecomponentoflanguagethatisconcernedwithwordsandtheirmeanings.

31.Behaviorism:

Themostinfluentialcognitiveframeworkappliedtolanguagelearninginthe1950s.Itclaimsthatlearningistheresultofhabitformation.

32.Audiolingualmethod:

Anapproachtolanguageteachingthatemphasizesrepetitionandhabitformation.Thisapproachwaswidelypracticedinmuchoftheworlduntilatleastthe1980s.

33.Transformational-GenerativeGrammar:

Thefirstlinguisticframeworkwithaninternalfocus,whichrevolutionizedlinguistictheoryandhadprofoundeffectonboththestudyoffirstandsecondlanguages.Chomskyarguedeffectivelythatthebehavioristtheoryoflanguageacquisitioniswrongbecauseitcannotexplainthecreativeaspectsoflinguisticability.Instead,humansmusthavesomeinnatecapacityforlanguage.

34.PrinciplesandParameters（model）:

TheinternallyfocusedlinguisticframeworkthatfollowedChomsky’sTransformational-GenerativeGrammar.ItrevisedspecificationsofwhatconstitutesinnatecapacitytoincludemoreabstractnotionsofgeneralprinciplesandconstraintscommontohumanlanguageaspartofaUniversalGrammar.

35.Minimalistprogram:

TheinternallyfocusedlinguisticframeworkthatfollowedChomsky’sPrinciplesandParametersmodel.Thisframeworkaddsdistinctionsbetweenlexicalandfunctionalcategorydevelopment,aswellasmoreemphasisontheacquisitionoffeaturespecificationasapartoflexicalknowledge.

36.Functionalism:

AlinguisticframeworkwithanexternalfocusthatdatesbacktotheearlytwentiethcenturyandhasitsrootsinthePragueSchool（布拉格学派）ofEasternEurope.Itemphasizestheinformationcontentofutterancesandconsiderslanguageprimarilyasasystemofcommunication.FunctionalistapproacheshavelargelydominatedEuropeanstudyofSLAandarewidelyfollowedelsewhereintheworld.

37.Neurolinguistics:

Thestudyofthelocationandrepresentationoflanguageinthebrain,ofinteresttobiologistsandpsychologistssincethenineteenthcenturyandoneofthefirstfieldstoinfluencecognitiveperspectivesonSLAwhensystematicstudybeganin1960s.

38.Criticalperiod:

ThelimitednumberofyearsduringwhichnormalL1acquisitionispossible.

39.CriticalPeriodHypothesis:

TheclaimthatchildrenhaveonlyalimitednumberofyearsduringwhichtheycanacquiretheirL1flawlessly;iftheysufferedbraindamagetothelanguageareas,brainplasticityinchildhoodwouldallowotherareasofthebraintotakeoverthelanguagefunctionsofthedamagedareas,butbeyondacertainage,normallanguagedevelopmentwouldnotbepossible.ThisconceptiscommonlyextendedtoSLAaswell,intheclaimthatonlychildrenarelikelytoachievenativeornear-nativeproficiencyinL2.

40.Informationprocessing（IP）:

AcognitiveframeworkwhichassumesthatSLA（likelearningofothercomplexdomains）proceedsfromcontrolledtoautomaticprocessingandinvolvesprogressivereorganizationofknowledge.

41.Connectionism:

Acognitiveframeworkforexplaininglearningprocesses,beginninginthe1980sandbecomingincreasinglyinfluential.ItassumesthatSLAresultsfromincreasingstrengthofassociationsbetweenstimuliandresponses.

42.Variationtheory:

AmicrosocialframeworkappliedtoSLAthatexploressystematicdifferencesinlearnerproductionwhichdependoncontextsofuse.

43.Accommodationtheory:

AframeworkforstudyofSLAthatisbasedonthenotionthatspeakersusuallyunconsciouslychangetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.

44.Socioculturaltheory（SCT）:

AnapproachestablishedbyVygotskywhichclaimsthatinteractionnotonlyfacilitateslanguagelearningbutisacausativeforceinacquisition.Further,