文档介绍：该【二语习得期末复习资料1 】是由【1485173816】上传分享，文档一共【12】页，该文档可以免费在线阅读，需要了解更多关于【二语习得期末复习资料1 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。1/14Chapter1introducingsecondlanguageacquisitionSLA:atermthatrefersbothtothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,:anofficiallyorsocietallydominantlanguage(notL1)neededforeducation,employmentorotherbasicpurposesInformalL2learning:ontextsFormalL2learning:instructedlearningthattakesplaceinclassroompetence:theunderlyingknowledgethataspeaker/:(L1):thelanguageacquiredinchildhoodSimultaneousmultilingualism::?etoknow?HowdoestheL2leaneracquirethisknowledge?essfulthanothers?Whytherearenosimpleanswerstothesequestions?(P2)Chapter2foundationsofsecondlanguageacquisitionMultilingualism::::“poundstateofamindwithtwoormoregrammars”petence:::appropriateincorporation(合并,编入):inappropriateinfluenceofanL1structureorruleinL2use,:-of-the-stimulus:theargumentthatbecauselanguageinputtochildrenisimpoverished(穷尽的)andtheystillacquireL1,:anaturalability,usuallyreferringtochildren’?2/14Simultaneous/,;therateoflearningcandiffer,buttherearestageseveryonegoesthrough.“Cutoffpoint”-iftheprocessdoesnothappenatayoungage,you'llneverlearnthelanguage.(关键期假说)(CriticalPeriodHypothesis)TheroleofsocialexperienceChildrenwillneveracquirelanguageunlessthatlanguageisusedwiththemandaroundthem,,therateandsequenceofdevelopmentdoesn',vocabulary,?(P17表格)SimilaritiesbetweenL1andL2DevelopmentstagesInitialState-knowledgeaboutlanguagestructuresandprinciplesIntermediateState-BasiclanguagedevelopmentFinalState-eoflearningNecessaryconditions:InputDifferencesbetweenL1andL2(P17表格)Whatis“thelogicalproblemoflanguageacquisition”?Children’sknowledgeoflanguagegoesbeyondwhatcouldbelearnedfromtheinputtheyreceive.(Poverty-of-thestimulus)ConstraintsandprinciplescannotbelearnedUniversalpatternsofdevelopmentcannotbeexplainedbylanguage-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?)FrameworkforSLA(P24&P26)Perspectives,foci,andframeworksperspectivefociframeworkLinguisticInternalTransformational-GenerativeGrammarPrinciplesandParametersModelMinimalistProgramexternalFunctionalismpsychologyLanguaheandthebrainNeurolinguisticsLearningprocessesInformationProcessingProcessabilityConnectionismIndividualdifferenceHumanisticmodelsSocialMicrosocialVariationTheoryodationTheorySocioculturalTheoryMacrosocialmunication3/14AcculturationTheorySocialPsychologyGiveatleastthreereasonsthatmanyscientistsbelieveinsomeinnatecapacityforlanguageChildrenbegintolearntheirlanguageatthesameage,;theycanunderstandandcreatenovel(新颖)-offageforL1acquisition,?ountforspeakers’internalized,,includingthefunctionsoflanguagewhicharerealizedinlearners’:alsocallednegativetransfer,:alsocalledlearnerlanguage,:::ponentofthehumanmind”ountsforchildren’:properties(固有属性)ofalllanguagesoftheworld;partofChomsky’:’:thestartingpointoflanguageacquisition;itisthoughttoincludetheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatareinlearners’:eofL1andL2learning,:ursmorefrequentlythanacontrastingelementinthesamecategory,plexstructurallyorconceptually,orismore“normal”or“expected”(语法化):adevelopmentalprocessinwhichagrammaticalfunction(suchasexpressionofpasttime)isfirstconveyedbysharedextralinguisticknowledgeandinferencingbasedonthecontextofdiscourse,thenbyalexicalword(suchasyesterday),andonlylaterbyagrammaticalmarker(suchasthesuffix-ed).4/14ThenatureoflanguageWhatwelearninlinguisticperspective?Whatarethecharacteristicsoflanguage?BothL1andL2learnersacquireknowledgeatthesedifferentlevels:lexicon(词汇学),phonology(语音学),morphology(构词法),syntax(句法).Languagesaresystemic,??(assumptions)IfL2acquisitionisdisturbedbythehabitsofyournativelanguage,:Ifyourecognizethedifferencesbetweenyournativelanguageandthetargetlanguage,??EAisbasedonthedescriptionandanalysisofactuallearnererrorsinL2,ratherthanonidealizedlinguisticstructuresattributedtonativespeakersofL1andL2(asinCA).WhatisthedifferencebetweenCAandEA?ContrastiveanalysisErroranalysisPedagogicalorientationScientificorientationFocusoninput,practice,inductivelearningFocusonlinguisticandcognitiveprocessesErrorsoftransferMultipletypesoferrorsingsofEA?Ambiguityinclassification.(不知道是具体是哪个原因导致比如时态错误,可能是一语影响,也可能是在一语中出现过的universaldevelopmentalprocess)Lackofpositivedata.(正确的被忽略,只关注错误不能看出学生学到什么)Potentialforavoidance.(学生会避免错误,这样错误就不能全部被观察)InterlanguageWhatarethecharacteristicsofinterlanguage?.(可变性)althoughsystematic,,bothinformandfunction.(学****者经常会简单化)TherearedifferencesbetweenILdevelopmentandL1acquisition,includingdifferentcognitiveprocessesinvolved:.(避免等)Strategiesofsecondlanguagelearning.(为方便不要复数等)“permanently”stops,(Theinputhypothesismodel)Whichfivehypotheses(假定)doesthemodelconsistof?(课本P45!!!)Acquisition-learninghypothesisMonitorhypothesisNaturalorderhypothesisInputhypothesisAffectivefilterhypothesisWhatisLADinthismodel?TheLADismadeupofthenaturallanguagelearningabilitiesofthehumanmind,totallyavailableinL1acquisition,,theprocessoflearning,unliketheprocessofacquisition,??7/14Theonlyinstanceinwhichtheteachingofgrammarcanresultinlanguageacquisition(andproficiency)(见Chapter1名词解释)WhatisUG?(名词解释),attitudes,,therearethreeimportantquestionsWhatistheinitialstateofSAL?Interference(看参数相同不相同);esstoUGWhatisthenatureofILandhowdoesitchangeovertime?定参数的过程Languagefaculty;positive/negativeevidence(起作用);constructionism;fossilizationWhatisthefinalstateinSLA?(P52五个达不到的原因)Functionalapproaches(systemiclinguistics)Whatarethefourfunctionalapproaches?TheyareSystemicLinguistics;FunctionalTypology;Function-to-formmapping;(系统功能语言学)?DevelopedbyHillidayinthelate1950s,,语言是从意义体系逐渐发展而来,经历过有简单到复杂的过程。不同有不同意义,根据需要选择最佳的(红绿灯)。.(P53)Systemiclinguistsadvancefourtheoreticalclaimsaboutlanguage:Thatlanguageuseisfunctional;Thatitsfunctionistomakemeanings;,:WhatisbeingacquiredinSLAisasystemforconveyingmeaning,munication,:,esspecializedformostlanguageactivity,(临界期假设):theclaimthatchildrenhavetheonlyalimitednumberofyearsduringwhichtheycanacquiretheirL1flawlessly;iftheysufferbraindamagetothelanguageareas,brainplasticityinchildhoodwouldallowotherareasofthebraintotakeoverthelanguagefunctionsofthedamagedarea,butbeyondacertainage,,intheclaimthatonlychildrenarelikelytoachievenativeornear-(IP):acognitiveframeworkwhichassumesthatSLA(likelearningofotherdomains):raninitialstageofthelearningprocessthatdemandslearner’:afteraninitialstageofcontrolprocessing,automaticprocessingisastageinlearningthatrequireslessmental“space”andattentioneffortonthelearner’:::inSLA,thelanguagethatlearnersproduceinspeech/-shapeddevelopment:asequenceofacquisitionforelementsofbothL1andL2wherelearneruseaninitiallycorrectformsuchaspluralfeet,,:acognitiveframeworkforexplaininglearningprocesses,:::anindividual’spreferredwayofprocessing:,anizingandrecallinginformation.