二语习得第一二章笔记.docx
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二语习得第一二章笔记.docx
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二语习得第一二章笔记
Chapter1.IntroducingSecondLanguageAcquisition
I.WhatidSLA?
1.ThedefinitionofSLA
SLA,thatisSecondLanguageAcquisition.Itrefersbothtothestudyofindividualandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.Theadditionallanguageiscalledasecondlanguageortargetlanguage.
2.ThescopeofSLA
ItincludesinformalL2learningandformalL2learning.
InformalL2learningtakeplaceinnaturalisticcontext,formalL2learningtakesplaceinclassrooms.
3.Threebasicquestions
Intryingtounderstandtheprocessofsecondlanguageacquisition,weareseekingtoanswerthreebasicquestions:
(1)WhatexactlydoestheL2learnercometoknow?
(2)Howdoesthelearneracquirethisknowledge?
(3)Whyaresomelearnersmoresuccessfulthanothers?
Thereareprobablynoanswersthatallsecondlanguageresearcheswouldagreeoncompletely.ThisisbecauseSLAishighlycomplexinnature,andinpartbecausescholarsstudyingSLAcomefromacademicdisciplineswhichdiffergreatlyintheoryandresearchmethods.
II.WhatisasecondLanguage?
Asecondlanguageistypicallyanofficialorsocietallydominantlanguageneededforeducation,employment,andotherbasicpurposes.
Aforeignlanguageisonenotwidelyusedinthelearners'immediatesocialcontextwhichmightbeusedforfurthertravelorothercross-culturalcommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool,butwithnoimmediateornecessarypracticalapplication.
Alibrarylanguageisonewhichfunctionsprimarilyasatoolforfurtherlearningthroughreading,especiallywhenbooksorjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearners'nativetongue.
Anauxiliarylanguageisonewhichlearnersneedtoknowforsomeofficialfunctionsintheirimmediatepoliticalsetting,orwillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.
III.Whatisafirstlanguage?
Acquisitionofmorethanonelanguageduringearlychildhoodiscalledsimultaneousmultilingualism.
Sequentialmultilingualism:
learningadditionallanguagesafterL1.
IV.Diversityinlearningandlearners
Whatislearnedinacquiringasecondlanguage,aswellashowitislearnedisofteninfluencedbywhetherthesituationinvolvesinformalexposuretospeakersofotherlanguages,immersioninasettingwhereoneneedsanewlanguagetomeetbasicneeds,orformalinstructioninschool,andtheselearningconditionsareoftenprofoundlyinfluencedbypowerfulsocial,cultural,andeconomicfactorsaffectingthestatusofbothlanguagesandlearners.
Chapter2FoundationsofSecondLanguageAcquisition
I.Theworldofsecondlanguage
Notonlyisbilingualismworldwide,itisaphenomenonthathasexistedsincethebeginningoflanguageinhumanhistory.Itisprobablytruethatnolanguagegrouphaseverexistedinisolationfromotherlanguagegroups.Therearemanymorebilingualormultilingualindividualsintheworldthantherearemonolingual.
Multilingualismreferstotheabilitytousetwoormorelanguages.
Monolingualismreferstotheabilitytouseonlyone.
Thosewhogrowupinamultilingualenvironmentacquiremultilingualcompetenceinthenaturalcourseofusingtwoormorelanguagesfromchildhoodwiththepeoplearoundthem,andtendtoregarditasperfectlynormaltodoso.Addingsecondlanguagesatanolderageoftentakesconsiderableeffort,however,andthusrequiresmotivation.Thismotivationmayarisefromavarietyofconditions,includingthefollowing:
(1)invasionorconquestofone'scountrybyspeakersofanotherlanguage;
(2)Aneedordesiretocontactspeakersofotherlanguagesineconomicorotherspecificdomains;
(3)Immigrationtoacountrywhereuseofalanguageotherthanone'sanotherlanguage;
(4)Adoptionofreligiousbeliefsandpracticeswhichinvolveuseofanotherlanguage.
(5)Aneedordesiretopursueeducationalexperienceswhereaccessrequiresproficiencyinanotherlanguage;
(6)Adesireforoccupationalorsocialadvancementwhichisfurtheredbyknowledgeofanotherlanguage;
(7)Aninterestinknowingmoreaboutpeoplesofotherculturesandhavingaccesstotheirtechnologiesorliteratures.
II.Reasonsforuncertaintyinreportinglanguagedataincludesomewhichhavesocialandpoliticalsignificance,andsomewhichmerelyreflectimpreciseorambiguousterminology,forexample:
1.Linguisticinformationisoftennotofficiallycollected
2.Answerstoquestionsseekinglinguisticinformationmaynotbereliable
3.Thereislackofagreementondefinitionoftermsandoncriteriaforidentification
III.Thenatureoflanguagelearning
Bytheageofsixmonthsaninfanthasproducedallofthevowelsoundsandmostoftheconsonantsoundsofanylanguageintheworld.
Onaveragechildrenhavemasteredmostofthedistinctivesoundsoftheirfirstlanguagebeforetheyarethreeyearsold,andanawarenessofbasicdiscoursepatternssuchasconversationalturn-takingappearatanevenearlierage.ChildrencontrolmostofthebasicL1grammaticalpatternsbeforetheyarefiveorsix,althoughcomplexgrammaticalpatternscontinuetodevelopthroughtheschoolyears.
TheunderstandingofhowchildrenaccomplishtheearlymasteryofL1haschangedradicallyinthepastfiftyyearsorso.
(1).Itwassuggestedthatfirstlanguageacquisitionisinlargerparttheresultofchildren'snaturaldesiretopleasetheirdotingparents.
(2).Othersarguedthatchildren'slanguageacquisitionispurposive,thattheydeveloplanguagebecauseoftheirurgetocommunicatetheirwantsandneedstothepeoplewhotakecareofthem.(3).Themostwidelyheldviewbythemiddleofthetwentiethcenturywasthatchildrenlearnlanguagebyimitation.
IV.Theroleofnaturalability
Humansarebornwithanaturalabilityorinnatecapacitytolearnlanguage.Inviewingthenaturalabilitytoacquirelanguageintermsofinnatecapacity,wearesayingthatpartoflanguagestructureisgenetically"given"toeveryhumanchild.Ifachildhadtoconsciouslylearnthesetofabstractprinciplesthatindicatewhichsequencesofwordsarepossiblesentencesintheirlanguageasopposedtothosethatarenot,onlythesmartestwouldlearntotalk,anditwouldtakethemmanymoreyearsthanitactuallydoes.
V.Theroleofsocialexperience
Eveniftheuniversalpropertiesoflanguagearepreprogrammedinchildren,theymustlearnallofthosefeatureswhichdistinguishtheirL1fromallotherpossiblehumanlanguages.Appropriatesocialexperience,includingL1inputandinteraction,isthusanecessaryconditionforacquisition.
SourcesofL1inputandinteractionvarydependingonculturalandsocialfactors.Mother'stalkisoftenassumedtobethemostimportantsourceofearlylanguageinputtochildren.Therelativeimportanceofinputfromotheryoungchildrenalsovariesindifferentcultures,asdoestheimportanceofsocialinstitutionssuchasnurseryschools.
Whenyoungchildren'ssocialexperienceincludespeoplearoundthemusingtwoormorelanguages,theyhavethesameinnatecapacitytolearnbothorallofthem.
VI.L1versusL2learning
ThisbriefcomparisonofL1andL2learningisdividedintothreephases.Thefirstistheinitialstate,whichmanylinguistsanspsychologistsbelieveincludestheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatisinlearner'sheadsattheverystartofL1orL2acquisition.Thesecondphase,theintermediatestates,coversallstagesofbasiclanguagedevelopment.Thethirdphaseisthefinalstate,whichistheoutcomeofL1andL2learning.
(1).Initialstate
Somelinguistsandpsychologistsbelievethatthegeneticpredispositionwhichchildrenhavefrombirthtolearnlanguageremainswiththemthroughoutlife,andthatdifferencesinthefinaloutcomesofL1andL2learningareattributabletootherfactors.OthersbelievethatsomeaspectsoftheinnatecapacitywhichchildrenhaveforL1remaininforceforacquisitionofsubsequentlanguages,butthatsomeaspectsofthisnaturalabilityarelostwithadvancingage.
Thereiscompleteagreement,however,thatsinceL2acquisitionfollowsL1acquisition,amajorcomponentoftheinitialstateforL2learningmustbepriorknowledgeofL1.
(2).Intermediatestates
ThereissimilarityinthatthedevelopmentofbothL1andL2islargelysystematic,includingpredictablesequencingofmanyphenomenawithineachandsomesimilarityofsequencingacrosslanguages,andinthefactthatL1andL2learnersbothplayacreativeroleintheirownlanguagedevelopmentanddonotmimicwhattheyhaveheardorbeentaught.
·processes
·necessaryconditions
·facilitatingconditions
(3)finalstate
ThefinalstateistheoutcomeofL1orL2learning.ThefinalstateofL1developmentisnativelinguisticcompetence.Whilevocabularylearningandcultivationofspecializedregistersmaycontinueintoadulthood,thebasicphonologicalandgrammaticalsystemsofwhateverlanguageschildrenheararoundthemreessentiallyestablishedbytheageofaboutfiveorsixyears,alongwithvocabularyknowledgeandinteractionskillsthatareadequateforfulfillingcommunicativefunctions.
VII.Thelogicalproblemoflanguagelearning
The"problem"asithasbeenformulatedbylinguistsrelatesmostimportantlytosyntacticphenomena.Asnotedintheprecedingsection,mostlinguistsanspsychologistassumethisachievementmustbeattributedtoinnateandspontaneouslanguage-learningconstructand/orprocess.Thenotionthatinnatelinguisticknowledgemustunderlinelanguageacquisition.Thisviewhasbeensupportedbyar
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