第二语言习得概论-考研复习

合集下载

《第二语言习得研究》重点知识点

《第二语言习得研究》重点知识点

《第二语言习得研究》重点知识点一、第二语言习得理论1.第二语言习得与第一语言习得的区别:第二语言习得是指学习者在已经掌握第一语言的基础上学习第二语言,与第一语言习得有所不同。

2.共同的习得条件:第二语言习得与第一语言习得都受到认知、社会、情感等多种因素的影响。

3.输入假设:学习者习得第二语言的过程中需要大量的输入来构建语言知识和语言能力。

二、第二语言习得过程1.初始期:学习者对第二语言的习得处于初始阶段,主要表现为对语言规则的不熟悉,需要借助外语教学材料和教师的指导。

2.中期:学习者开始积累语言知识,并能够进行简单的口语表达和书面表达,但仍然存在语法错误和用词不准确等问题。

3.发展期:学习者的语言技能和语言运用能力在这个阶段得到显著提高,能够流利地进行口语交流和书面表达。

4.准母语期:学习者的第二语言已经达到与母语相近的程度,几乎能够毫无困难地实现听、说、读、写等各方面的能力。

三、第二语言习得影响因素1.基础能力:个体的智力、工作记忆、认知能力等对第二语言习得有重要影响。

2.学习策略:学习者在习得第二语言过程中采取的方法和策略也对习得效果产生影响。

3.情感因素:学习者对学习第二语言的情感态度、自信心等情感因素对习得过程产生影响。

4.环境因素:学习者所处的学习环境,包括学校、家庭、社会环境等对第二语言习得有影响。

四、第二语言习得教学策略1.输出与输入平衡:教师应当提供足够的输入,同时鼓励学习者进行口语和书面的输出。

2.合作学习:通过合作学习,学习者能够在与他人进行互动中提高第二语言的流利度和准确度。

3.语境创设:教师可以通过创设各种真实的语言交际情境来提高学习者的第二语言习得效果。

4.个性化教学:教师应根据学习者的个体差异,采取不同的教学策略和方法,满足每个学习者的学习需求。

以上是《第二语言习得研究》的重点知识点。

了解这些知识点能够帮助我们更好地理解学习者在学习第二语言过程中的习得情况,并且在实际的第二语言教学中有所借鉴。

第二语言习得研究复习资料

第二语言习得研究复习资料

第一章第二语言习得研究概述埃利斯(1994)明确地将第二语言习得与外语习得的概念区分开来。

“第二语言习得”是指学习者在目的语国家学习目的语。

学习者所学的目的语在目的语国家是公认的交际工具,当然也是学习者用来交际的工具。

“外语习得”是指学习者在本国学习目的语。

学习者的目的语在本国不是作为整个社团的交际工具。

这种语言学习基本上是在课堂上进行的。

“语言能力”是由交际双方内在语法规则的心理表征构成的。

简单地说,语言能力是一种反映交际双方语言知识的心理语法。

这种语法是一种隐性的语言知识。

语言能力包括:1)能指出哪些声音或语素的组合是母语中可能存在的,哪些可能是不存在的。

2)能区别符合语法的句子和不符合语法的句子。

3)能区别出一些结构相同或相似,但实际意义却不同的句子。

4)能辨别出结构不同但意义有联系的句子。

5)能辨别出句子的歧义,即同一结构具有一个以上的释义。

6)能意识到句子之间的释义关系,即结构不同的句子具有相同的语义。

“语言表达”指的是交际双方在语言的理解与生成过程中对其内在语法的表现。

关于语言运用的知识。

理想的母语者根据“递归规则”生成无限递归的句子。

第二节二语习得研究的发展一、发展阶段(一)20世纪50-60年代:理论初创阶段(二)20世纪70年代:理论大发展阶段1.偏误分析2.中介语理论假设3.习得顺序研究4.监控模式5.文化适应模式(三)20世纪80年代中期:成熟阶段1.语言学视角2.社会语言学视角3.认知视角4.社会文化视角二、理论成熟的标志1. 调查研究的领域和涉及的领域扩大2. 由理论假设发展为理论模式3. 研究方法日益科学化三、汉语作为第二语言的习得研究的发展(一)80年代,汉语习得研究起步。

1984鲁键骥“中介语理论与外国人学习汉语的语音偏误分析”1985年,第一界国际汉语教学讨论会1987年,吕必松“加强对外汉语教学的理论研究”评价:取得了一定成果,但缺乏系统研究、分析方法不够严谨、疏于解释和评价。

完整版第二语言习得概论-考研复习

完整版第二语言习得概论-考研复习

★1. SLA (Second language acquisition) is the process by which a language other than the mother tongue is learnt in a natural setting or in a classroom.★2. Acquisition vs. Learning (Krashen1982)Acquisition refers to the learning of a language unconsciously under natural settings where learners pay attention only to the meanings or contents rather than forms or grammars.Learning refers to the learning of a language consciously under educational settings where learners mainly pay attention to forms or grammars.3.Factors affecting SLASocial factors (external factors)Learner factors (internal factors)Social factors (external factors)Social contextLanguage policy and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated people Learner factors (internal factors)Motivation , Age , Learning strategyBehaviorist learning theory4.Behaviorist learning theory is a general theory of learning (i.e. it applies to all kinds of learning, not just language learning).It views learning as the formation of habits. The association of a particular response with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linked with a particular response.When applied to SLA, the process of second language acquisition is regarded as a process of habit formation.5.The causes of errors according to behaviorismDifferences between the first and second language create learning difficulty which results in errors. Behaviorist learning theory predicts that transfer will take place from the first to the second language. Transfer will be negative when there is proactive inhibition. In this case errors will result. Errors, according to behaviorist theory, were the result of non-learning, rather than wrong learning. The means used to predict potential errors by behaviorists is Contrastive Analysis.Structuralism6.Language was viewed as a coded system consisting of structurally related elements (phonemes, morphemes, words, structures and sentence patterns)7.What is contrastive analysis (CA)?Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. It involves the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them. It could also be done within one language. Contrastive analysis can be both theoretical and applied according to varied purposes.8.Contrastive Analysis Hypothesis (CAH)Contrastive analysis is a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in an L2 situation.According to CAH, L2 errors are result of differences between the learner ’s first language andthe target language. The strong form of the hypothesis claims that these differences can be used to predict all errors that will occur. The weak form of the hypothesis claims that these differences can be used to identify some out of the total errors that actually arise.difference vs difficulty9.“Difference” is a linguistic concept, whereas “difficulty” is a psychological concept. Therefore, the level of learning difficulty cannot be inferred directly from the degree of difference between two language systems.10.Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign language learners (Longman Dictionary of Applied Linguistics, p.96).It involves collecting samples of learner language, identifying the errors in these samples, describing these errors, classifying them according to their hypothesized causes, and evaluating theirs seriousness.Interlingual error: deviated forms resulting from the interference of one,s L1, or the negative11.transfer of one,s mother tongue.Intralingual error:①deviated forms in learner language that reflect learners, transitional competence and which are the results of such learning process as overgeneralization.② confusion of L2 rules12.Factors causing errorsnguage transfer2.Overgeneralization3.Learner differences4.Strategies in L2 learning5. Strategies of L2 communicatione.g. The two students changed eyes and eyebrows in class.13.Types of learner strategyLearning strategy, Production strategy 表达策略Communication strategy:Communication strategies are employed when learners are faced with the task of communicating meanings for which they lack the requisite linguistic knowledge. Typical communication strategies are paraphrase and mime.14.Classifications of learning strategy(Cohen 2006)(2)By function: Metacognitive; Cognitive; Socio-affective(3)By skill: listening, speaking, reading, writing, vocabulary, or translation strategies.15.Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of one,s production or comprehension, and evaluating learning after an activity is completed.16.Cognitive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning material.Repetition, Resourcing, Directed physical response, Translation, Grouping, Note-taking , Deduction Recombination, Imagery, Auditory representation, Key word, Contextualization, Elaboration, Transfer, Inferencing17.Individual learner variablesPersonal factors:group dynamics; attitudes to the teacher and course materials; learning techniques General factors: age; aptitude; cognitive style; motivation; personality18.MotivationIntegrative motivation 融合型动机is present in learners who identify with the target culture, would like to resemble members of the target culture and who would like to participate in the target culture. It is assumed to be based in the personality of the learner.Instrumental orientation 工具型动机refers to those cases where the learners are interested in learning the language for the possible benefits, that is, the learner5 s goal is functional. Resultative motivation:因果性动机Learners’ motivation is strongly affected by their achievement. Intrinsic motivation:内在兴趣动机Motivation as intrinsic interest.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + attitudesTask motivation: the interest felt by the learner in performing different learning tasks.★ 19Definition -interlanguageInterlanguage is the approximate language system that the learner constructs for use in communicationthrough the target language. (Larry Selinker)It is independent of both the learner’s first language and the target language.It suggests that learners, language is between L1 AND L2 and that it is a continuum along which all learners traverse.★20.Definition of fossilizationFossilization refers to the state in which the second language learners stop to learning when their internalized rule system contains rules different from the target language. That is to say, the interlanguage stops evolving towards the TL.21.Classification of fossilizationTemporary fossilization: the phenomenon is alterable under certain conditions.Permanent fossilizationThis means the learner,s language stops evolving forever. Because stable stage is not real fossilization, so there is no real permanent fossilization.22.Causes of fossilizationInternal: Motivation; Communicative needs; Acquisition device External: Communicative pressure Lack of learning opportunities Feedback:positive cognitive feedbacks cause fossilization ; (e.g, “Oh,I see”)negative feedbacks help to prevent fossilization. (e.g. “I don’t understand you” )★23Definition of UGCook(1985) summarizing the Chomskyan position, defines ‘universal grammar, as ‘the properties inherent in the human mind,. Universal grammar consists of a set of general principles that apply to all language rather than a set of particular rules.. Markedness24Markedness refers to the idea that some linguistic structures are ‘special, or ‘less natural, or ‘less basic, than others.Linguists working in the Chomskyan school suggest that linguistic rules can either be part of the core grammar (i.e. the universal rules) or be part of the periphery.Core rules are considered to be unmarked and therefore easily acquired.Periphery roles are considered to be and therefore different to learn.25Krashen's Monitor ModelKrashen's monitor model mainly consists of the following five hypothses:(1)Acquisition-Learning Hypothesis:there are two kinds of ways of learning a second language ,i.e., acquisition and learning.(2)Natural Order Hypothesis:SLA follows a universal route that is not influenced by factors such as the learners7 first language, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byproduct of learning - tolerate them.Allow learners to make errors and do not correct them(3)The Input Hypothesis cIt laims a move along the developmental continuum by receiving comprehensible input.We acquire, only when we understand the structure that is “a little beyc where we are now Comprehensible input is defined as L2 input just beyond the Learner,s current L2 competence, in terms of its syntactic complexity. If a learner,s current competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2/3/4…)will not be useful for acquisition.(4)The affective filter hypothesisSLA is affected by factors like Motivation, Self-confidence, Anxiety and so on.Learners who suffer from anxiety or lack of motivation or negative attitude somehow switch off their comprehension mechanisms and so even if they are provided comprehensible input, they will not be able to process the input. Therefore a low affective filter is important.(5)Monitor hypothesisBoth language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as monitoring.Krashen uses the term Monitoring (with a big M) to refer to the way the learner used learnt knowledge to improve utterances produced by means of acquired knowledge.nguage transferLanguage transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously( and perhaps imperfectly ) acquired.★27. LAD (language acquisition device)The LAD is a system of principles that children are born with that helps them learn language, and accounts for the order in which children learn structures, and the mistakes they make as they learn.★28. critical age period hypothesisIt claims that there a period when language acquisition can take place naturally and effortlessly, but after a certain age the brain is no longer able to process language input in this. Researchers differ over when the critical period comes to an end.★29. field independent vs. field independentLearners are different in the ways of receiving, conceptualizing, organizing, and recalling information. Field dependents operate holistically (i.e. they see the field as a whole),Whereas field independents operate analytically (i.e. they see the field in terms of its component parts).★30. input vs. intakeInput refers to the language learners are exposed to.It serves as the data which learners must useto determine the rules of the target language.However, not all available input is processed by the learner, either because some of it is not understood or because some of it is not attended to.That part of input that is processed, assimilated and fed into the interlanguage system is referred to as intake.★31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learner’s beliefs about factors such as the target language culture, their own culture, their teacher and the learning tasks they are given.Aptitude refers to the specific ability a learner has for learning a second language.Intelligence refers to the general ability to master academic skills.petence vs. performanceWhen learners acquire a L2, they internalize rules which are then organized into a system. This constitutes their competence.The actual use of this system to comprehend and produce utterances is referred to as performance.33.OvergeneralizationIt refers to the extension of some general rule to items not covered by this rule in the target language.34.foreigner talk vs. teacher talkWhen native speakers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.When teachers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.35.formulaic speech vs. patternsFormulaic speech consists of expressions which are learned as unanalysable wholes and employed in particular occasions.Patterns are one type of formulaic speech. They are unanalysable units which have one or more open slots, e.g. ‘Can I have a —’。

二语习得考试复习资料

二语习得考试复习资料

第二语言习得研究期末考试复习题1、简述第二语言习得研究发展的途径分为三个阶段:1)20世纪50-60年代,这一阶段为理论初创阶段,占主导地位的是以行为主义心理学为基础的“对比分析”方法。

2)20世纪70年代,理论研究大发展阶段,开始关注学习者的语言偏误,产生了“中介语”理论假设。

三个理论研究,即以Dulay和Burt 为代表的第二语言习得顺序研究、克拉申的“监控模式”、Schumann的“文化适应模式”。

3)20世纪80年代,作为一个独立的学科,并开始走向成熟。

不同的发展途径构成了第二语言习得研究的跨学科特点。

不同的发展途径体现在:1)语言学理论对第二语言习得研究的影响,构成了第二语言习得研究的语言学视角。

2)社会语言学及其研究范式对第二语言习得研究的影响,构成了第二语言习得研究的社会语言学视角。

3)认知科学对第二语言习得研究的影响,构成了第二语言习得研究的认知视角。

2、针对语言输入有哪几种不同的语言输入观?1)行为主义学习理论认为,语言输入在语言习得过程中具有重要作用,强调外在因素的中心地位,基于以下假设:a,语言输入是由外在的语言刺激和反馈构成的 b,语言输入通过正面的反馈和纠正得到强化 c,通过语言形式的操练可以达到语言学习的目的。

2)心灵学派认为,学习者的内在因素,即语言习得机制,在语言习得过程中具有重要作用,他们把语言习得机制看做语言习得的决定性因素。

语言输入不过是语言习得发生的“触发”因素而已,语言输入是贫乏的,学习者不可能通过外在的语言输入获得完整的语言能力。

3)“互动论”:认知心理学为基础的“认知互动理论”强调将语言输入环境与语言习得内在因素两者结合起来;社会互动理论主要是从社会语言学的角度来研究语言输入环境与第二语言习得的关系。

3、学习策略的含义是什么?学习策略如何分类?学习策略是指学习者在整个语言习得或语言使用过程中,与某个特定阶段相关联的心理行为或行动。

1)Skehan(1989)根据学习者处理学习情境的能力来分:主动参与策略、解释与确认策略根据学习者的方法素质来分:跨语言比较策略、归纳策略根据学习者的评价能力来分:监控策略、自我评价策略2)O’Malley(1987)根据信息加工模型分类:认知策略(重复策略、记笔记策略、关联策略);元认知策略(直接注意策略、自我管理策略);社会/情感策略(合作策略、要求解释策略)3)Oxford的分类(1990)直接策略:直接影响语言学习,需要对语言学习进行心理操作间接策略:通过集中注意、计划、评价自我、控制焦虑感和增加与他人合作机会等间接影响语言学习4、如何区分下列概念:母语、目的语、第一语言、第二语言?母语通常是指学习者所属种类、社团使用的语言,也叫本族语,母语通常是指儿童出生以后最先接触、习得的语言;目的语也称目标语,一般是指学习者正在学习的语言,它强调的是学习者正在学习的任何一种语言;第一语言是指儿童幼年最先接触和习得的语言;第二语言是相对于学习者习得的第一语言之外的任何一种其他语言而言,包含第三、第四或更多的其他语言5、简述社会文化理论的主要内容及意义主要内容:调节论:主要用于解释儿童的认知发展,在语言的调节下,儿童的认知从“客体调控”阶段发展到“他人调控”阶段,最后到“自我调控”阶段。

最新第二语言习得-复习资料

最新第二语言习得-复习资料

什么是二语习得理论第二语言习得理论侧重系统地研究第二语言习得的本质和习得的过程,即研究第二语言习得的心理过程、认知过程和语言过程,研究学习者在掌握了母语以后是如何学习另一套新的语言体系的,研究学习者学到了什么和没学到什么,研究为什么大部分学习者的第二语言无法达到母语的水平,研究母语对第二语言习得的影响,研究学习者运用第二语言的过程,研究语言教学对语言习得的影响,也研究第二语言学习者之间存在的巨大个体差异等等(蒋祖康,1999)。

Doughty和Ijn8(2003)指出,二语习得研究者认识到二语习得是在社会环境中发生的,并受到环境或大或小的影响。

然而,研究者同时也认识到语言学习和其他的学习一样,是不同的个体心灵内部的最大变化。

从这个意义上讲,二语习得研究已经逐步被认为是认知科学的一个分支。

总之,第二语言习得理论是心理学的一门分支学科,是对学习规律和学习条件的系统阐述,主要研究人类的行为特征和认知心理过程。

它既是一门应用性学科又是一种基础理论,因为学习理论注重把心理学的一般原理应用于学习领域,探讨行为是如何发生和变化的,并试图解释和预测行为的变化。

二语习得理论就是要为人们提供对二语习得的基本理解力,从而为形成人们的二语教育观奠定较为科学的基础。

第三节研究二语习得理论的意义和作用1.提供知识二语习得理论是人们对学习的问题进行科学研究和思维的指南和资源。

二语习得理论提供二语习得领域的知识,以及分析、探讨和从事学习研究的途径和方法,为外语教育工作者提供一个研究学习的框架,使他们把注意力集中在最值得研究的问题上。

2.知识的概括二语习得理论对有关二语习得法则的大量知识加以总结,使其系统化和条理化,以便于学习者掌握。

掌提了理论,就可以降低材料的复杂性,以便于对其进行分桥。

任何理论在抽象和筏括大旦具体知识的过程中,必然会失去一定的具体性和精确险,正因为这样。

理论才具有普遍的指导作用。

3.描述与解释(descrZbing and interP:etin8)二语习得理论是对人类从事的各种各样的::语教育实践的理性阐述。

第二语言习得概论考研复习定稿版

第二语言习得概论考研复习定稿版

第二语言习得概论考研复习精编W O R D版 IBM system office room 【A0816H-A0912AAAHH-GX8Q8-GNTHHJ8】★1. SLA (Second language acquisition) is the process by which a language other than the mother tongue is learnt in a natural setting or in a classroom.★2. Acquisition vs. Learning (Krashen1982)Acquisition refers to the learning of a language unconsciously under natural settings where learners pay attention only to the meanings or contents rather than forms or grammars.Learning refers to the learning of a language consciously under educational settings where learners mainly pay attention to forms or grammars.3. Factors affecting SLASocial factors (external factors)Learner factors (internal factors)Social factors (external factors)Social contextLanguage policy and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated peopleLearner factors (internal factors)Motivation ,Age ,Learning strategy4. Behaviorist learning theoryBehaviorist learning theory is a general theory of learning (i.e. it applies to all kinds of learning, not just language learning).It views learning as the formation of habits. The association of aparticular response with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linked with a particular response.When applied to SLA, the process of second language acquisition is regarded as a process of habit formation.5. The causes of errors according to behaviorismDifferences between the first and second language create learning difficulty which results in errors.Behaviorist learning theory predicts that transfer will take place from the first to the second language. Transfer will be negative when there is proactive inhibition. In this case errors will result.Errors, according to behaviorist theory, were the result of non-learning, rather than wrong learning.The means used to predict potential errors by behaviorists is Contrastive Analysis.6. StructuralismLanguage was viewed as a coded system consisting of structurally related elements (phonemes, morphemes, words, structures and sentence patterns)7. What is contrastive analysis (CA)Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. It involves the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them. It could also be done within one language. Contrastive analysis can be both theoretical and applied according to varied purposes.8. Contrastive Analysis Hypothesis (CAH)Contrastive analysis is a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in an L2 situation.According to CAH, L2 errors are result of differences between the learner’s first language and the target language. The strong form of the hypothesis claims that these differences can be used to predict all errorsthat will occur. The weak form of the hypothesis claims that these differences can be used to identify some out of the total errors that actually arise.9.difference vs difficulty“Difference” is a linguistic concept, whereas “difficulty” is a psychological concept. Therefore, the level of learning difficulty cannot be inferred directly from the degree of difference between two language systems. 10. Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign language learners (Longman Dictionary of Applied Linguistics, p.96).It involves collecting samples of learner language, identifying the errors in these samples, describing these errors, classifying them according to their hypothesized causes, and evaluating theirs seriousness.11. Interlingual error: deviated forms resulting from the interference of one’s L1, or the negative transfer of one’s mother tongue.Intralingual error: ①deviated forms in learner language that reflect learners’ transitional competence and which are the results of such learning process as overgeneralization.②confusion of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Strategies in L2 learning5. Strategies of L2 communicatione.g. The two students changed eyes and eyebrows in class.13. Types of learner strategyLearning strategy, Production strategy 表达策略Communication strategy: Communication strategies are employed when learners are faced with the task of communicating meanings for which they lack the requisite linguistic knowledge. Typical communication strategies are paraphrase and mime.14. Classifications of learning strategy(Cohen 2006)(2) By function: Metacognitive; Cognitive; Socio-affective(3) By skill: listening, speaking, reading, writing, vocabulary, or translation strategies.15. Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed.16. Cognitive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning material.Repetition, Resourcing, Directed physical response, Translation, Grouping, Note-taking , Deduction Recombination, Imagery, Auditory representation, Key word, Contextualization, Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors:group dynamics; attitudes to the teacher and course materials; learning techniquesGeneral factors:age; aptitude; cognitive style; motivation; personality18. MotivationIntegrative motivation 融合型动机is present in learners who identify with the target culture, would like to resemble members of the target culture and who would like to participate in the target culture. It is assumed to be based in the personality of the learner.Instrumental orientation工具型动机refers to those cases where the learners are interested in learning the language for the possible benefits, that is, the learner’s goal is functional.Resultative motivation:因果性动机 Learners’ motivation is strongly affected by their achievement.Intrinsic motivation:内在兴趣动机Motivation as intrinsic interest.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + attitudesTask motivation: the interest felt by the learner in performing different learning tasks.★ 19. Definition –interlanguageInterlanguage is the approximate language system that the learner constructs for use in communication through the target language. (Larry Selinker)It is independent of both the learner’s first language and the target language.It suggests that learners’ language is between L1 AND L2 and that it is a continuum along which all learners traverse.★20.Definition of fossilizationFossilization refers to the state in which the second language learners stopto learning when their internalized rule system contains rules different from the target language. That is to say, the interlanguage stops evolving towards the TL.21. Classification of fossilizationTemporary fossilization: the phenomenon is alterable under certain conditions. Permanent fossilizationThis means the learne r’s language stops evolving for ever. Because stable stage is not real fossilization, so there is no real permanent fossilization. 22. Causes of fossilizationInternal: Motivation; Communicative needs; Acquisition device External: Communicative pressureLack of learning opportunitiesFeedback:positive cognitive feedbacks cause fossilization ;(e.g. “Oh,I see”)negative feedbacks help to prevent fossilization.(e.g. “I don’t understand you” )★23. Definition of UGCook(1985) summarizing the Chomskyan position, defines ‘universal grammar’ as ‘the properties inherent in the human mind’. Universal grammar consists of a set of general principles that apply to all language rather thana set of particular rules.24. MarkednessMarkedness refers to the idea that some linguistic structures are‘special’ or ‘less natural’ or ‘less basic’ than others.Linguists working in the Chomskyan school suggest that linguistic rules can either be part of the core grammar (i.e. the universal rules) or be part of the periphery.Core rules are considered to be unmarked and therefore easily acquired.Periphery roles are considered to be and therefore different to learn. 25. Krashen’s Monitor ModelKrashen’s monitor model mainly consists of the following five hypothses: (1) Acquisition-Learning Hypothesis:there are two kinds of ways of learning a second language ,i.e., acquisition and learning.(2) Natural Order Hypothesis:SLA follows a universal route that is not influenced by factors such as the learners’ first language, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byproduct of learning – tolerate them.Allow learners to make errors and do not correct them(3) The Input Hypothesis cIt laims a move along the developmental continuum by receiving comprehensible input.We acquire, only when we understand the structure that is “a little beyond” where we are nowComprehensible input is defined as L2 input just beyond the Learner’s current L2 competence, in terms of its syntactic complexity. If a learner’s current competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2/3/4…) will not be useful for acquisition.(4) The affective filter hypothesisSLA is affected by factors like Motivation, Self-confidence,Anxiety and so on.Learners who suffer from anxiety or lack of motivation or negative attitude somehow switch off their comprehension mechanisms and so even if they are provided comprehensible input, they will not be able to process the input. Therefore a low affective filter is important.(5) Monitor hypothesisBoth language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as monitoring.Krashen uses the term Monitoring (with a big M) to refer to the way the learner used learnt knowledge to improve utterances produced by means of acquired knowledge.26. language transferLanguage transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously( and perhaps imperfectly ) acquired.★27. LAD (language acquisition device)The LAD is a system of principles that children are born with that helps them learn language, and accounts for the order in which children learn structures, and the mistakes they make as they learn.★28. critical age period hypothesisIt claims that there a period when language acquisition can take place naturally and effortlessly, but after a certain age the brain is no longer able to process language input in this. Researchers differ over when the critical period comes to an end.★29. field independent vs. field independentLearners are different in the ways of receiving, conceptualizing, organizing, and recalling information.Field dependents operate holistically (i.e. they see the field as a whole), Whereas field independents operate analytically (i.e. they see the field in terms of its component parts).★30. input vs. intakeInput refers to the language learners are exposed to.It serves as the data which learners must use to determine the rules of the target language.However, not all available input is processed by the learner, either because some of it is not understood or because some of it is not attended to. That part of input that is processed, assimilated and fed into the interlanguage system is referred to as intake.★31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learner’s beliefs about factors such as the target language culture, their own culture, their teacher and the learning tasks they are given.Aptitude refers to the specific ability a learner has for learning a second language.Intelligence refers to the general ability to master academic skills.32. competence vs. performanceWhen learners acquire a L2, they internalize rules which are then organized into a system. This constitutes their competence.The actual use of this system to comprehend and produce utterances is referred to as performance.33. OvergeneralizationIt refers to the extension of some general rule to items not covered bythis rule in the target language.34. foreigner talk vs. teacher talkWhen native speakers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.When teachers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.35. formulaic speech vs. patternsFormulaic speech consists of expressions which are learned as unanalysable wholes and employed in particular occasions.Patterns are one type of formulaic speech. They are unanalysable units which have one or more open slots, e.g. ‘Can I have a —’。

二语习得理论复习提纲

二语习得理论复习提纲

第二语言习得理论复习提纲1.什么是第二语言习得理论2.第二语言和外语3.习得和学习的区分及对这种区分的评价4.直接法、听说法、视听法、交际法几种不同学派对语言习得的认识5.第一语言习得和第二语言习得的区别6.本族语和非本族语7.目的语(目标语)8.第二语言习得研究(二语习得)的背景9.母语者和非母语者及二语教学的母语者标准10.儿童第一语言习得过程11.刺激一反应论的主要观点及评价12.先天论的主要观点及争议13.第二语言习得的主要理论和假说14.偏误分析15.对比分析假说16.中介语假说17.中介语的特点18.内在大纲和习得顺序19.词素习得研究的贡献及争议20.输入假说21.习得与学习假说22.自然顺序假说23.监控假说24.输入假说25.情感过滤假说26.普遍语法假说及其评价27.文化适应假说28.什么是偏误29.偏误分析的背景及发展30.科德的偏误分析观31.偏误分析的步骤32.偏误分析存在的问题33.整体性偏误和具体性偏误34.语内偏误和语际偏误35.显性偏误与隐性偏误36.前系统偏误、系统错误与后系统错误37.偏误的来源38.对待偏误的态度39.偏误分析的意义和局限40.汉语学习者语音偏误的造成语音偏误的原因41.汉语学习者常见的语音偏误的造成及正音方法42.欧美学生汉字偏误的情况43.日本学生容易出现的汉字偏误分析44.外国学生在学习汉语时词汇方面的偏误45.外国学生在学习汉语时的语用偏误46.外国学生在学习汉语时语法偏误的原因及类型及语法偏误的分析和解释47.对比分析假说的发展及对比分析假说的两种形式48.正迁移、负迁移和中性迁移49.对对比分析假说的评价50.语言迁移、跨语言影响和母语的作用51.制约语言迁移的因素52.母语在语言理解和语言教学中的作用53.第二语言习得顺序研究产生的理论背景54.习得顺序研究的基本观点55.SLA顺序研究的发展及理论争议56.对词素习得顺序研究的批评57.“习得顺序”和“习得序列”研究58.多元发展模型的主要内容:五个阶段、两个维度、言语加工策略59.中介语研究的理论背景60.中介语发展阶段61.中介语的形成模式及特点62.中介语石化及石化形成的原因63.中介语的变异性64.中介语研究对第二语言教学的启示65.语言输入和输出的关系66.Krashen的输入假说及争议67.课堂教学中老师如何把握语言输入和输出68.语言输入需进一步研究的问题69.学习者的个体因素及对二语习得的影响70.语言学能71.学习策略和交际策略、交际策略的类型72.元认知策略73.语言学习的动机74.影响语言学习态度的几个方面75.什么是语言环境?76.社会环境对语言学习的影响77.课堂语言环境与第二语言学习。

第二语言习得复习资料

第二语言习得复习资料

第二语言习得复习资料一、引言第二语言习得是一门研究人们如何学习和掌握除母语以外的语言的学科。

对于许多学习者来说,掌握一门第二语言不仅能够拓宽交流渠道,还能增加个人的文化视野和职业发展机会。

在这篇复习资料中,我们将系统地探讨第二语言习得的相关重要内容。

二、第二语言习得的理论基础(一)行为主义理论行为主义理论认为,语言学习是一种习惯的形成。

通过不断的刺激反应强化过程,学习者逐渐养成正确的语言使用习惯。

例如,反复练习某个语法结构或单词,在得到正确的反馈和强化后,就能熟练掌握。

(二)认知理论认知理论则强调学习者的内在认知过程。

认为学习者通过对语言规则的理解、归纳和推理来学习语言。

他们会主动构建语言知识体系,而不仅仅是被动地接受外界的刺激。

(三)社会文化理论社会文化理论关注语言学习所处的社会和文化环境。

认为语言学习是通过与他人的互动和参与社会文化活动实现的。

学习者在真实的交际情境中,借助他人的帮助和指导,逐渐发展语言能力。

三、第二语言习得的关键因素(一)语言输入丰富、准确、可理解的语言输入对于第二语言习得至关重要。

这包括听、读等多种形式的输入。

例如,听英语广播、阅读英语书籍等。

(二)语言输出学习者不仅要接受输入,还需要有机会进行语言输出,如说、写。

通过输出,学习者能够检验自己的语言知识,发现不足并加以改进。

(三)学习动机强烈的学习动机能够推动学习者积极投入学习。

动机可以是内在的,如对语言本身的兴趣;也可以是外在的,如为了通过考试或获得工作机会。

(四)学习策略有效的学习策略能够提高学习效率。

比如记忆策略、认知策略、元认知策略等。

学习者要学会根据自己的情况选择和运用合适的策略。

四、第二语言习得的阶段(一)初始阶段在这个阶段,学习者通常对第二语言的语音、词汇和基本语法有初步的了解和接触,但使用能力有限。

(二)中级阶段学习者能够进行简单的交流,掌握更多的语法和词汇,但在表达上可能还存在一些错误。

(三)高级阶段学习者能够较为流利和准确地运用第二语言进行交流,对语言的理解和运用达到较高水平。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

★1. SLA (Second language acquisition)is the process by which a language other than the mother tongue is learnt in a natural setting or in a classroom.★2. Acquisition vs. Learning (Krashen1982)Acquisition refers to the learning of a language unconsciously under natural settings where learners pay attention only to the meanings or contents rather than forms or grammars. Learning refers to the learning of a language consciously under educational settings where learners mainly pay attention to forms or grammars.3. Factors affecting SLASocial factors (external factors)Learner factors (internal factors)Social factors (external factors)Social contextLanguage policy and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated peopleLearner factors (internal factors)Motivation ,Age ,Learning strategy4.Behaviorist learning theoryBehaviorist learning theory is a general theory of learning . it applies to all kinds of learning, not just language learning).It views learning as the formation of habits. The association of a particular response with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linked with a particular response.When applied to SLA, the process of second language acquisition is regarded as a process of habit formation.5. The causes of errors according to behaviorismDifferences between the first and second language create learning difficulty which results in errors.Behaviorist learning theory predicts that transfer will take place from the first to the second language.Transfer will be negative when there is proactive inhibition. In this case errors will result.Errors, according to behaviorist theory, were the result of non-learning,rather than wrong learning.The means used to predict potential errors by behaviorists is Contrastive Analysis.6. StructuralismLanguage was viewed as a coded system consisting of structurally related elements (phonemes, morphemes, words, structures and sentence patterns)7. What is contrastive analysis (CA)Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. It involves the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them. It could also be donewithin one language. Contrastive analysis can be both theoretical and applied according to varied purposes.8. Contrastive Analysis Hypothesis (CAH)Contrastive analysis is a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in an L2 situation.According to CAH, L2 errors are result of differences between the learner’s first language and the target language. The strong form of the hypothesis claims that these differences can be used to predict all errors that will occur. The weak form of the hypothesis claims that these differences can be used to identify some out of the total errors that actually arise.vs difficulty“Difference” is a linguistic concept,whereas “difficulty” is a psychological concept. Therefore, the level of learning difficulty cannot be inferred directly from the degree of difference between two language systems.10. Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign language learners (Longman Dictionary of Applied Linguistics, .It involves collecting samples of learner language, identifying the errors in these samples, describing these errors, classifying them according to their hypothesized causes, and evaluating theirs seriousness.11. Interlingual error: deviated forms resulting from the interference of one’s L1, or the negative transfer of one’s mother tongue.Intralingual error: ①deviated forms in learner language that reflect learn ers’ transitional competence and which are the results of such learning process as overgeneralization.②confusion of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Strategies in L2 learning5. Strategies of L2 communication. The two students changed eyes and eyebrows in class.13. Types of learner strategyLearning strategy, Production strategy 表达策略Communication strategy:Communication strategies are employed when learners are faced with the task of communicating meanings for which they lack the requisite linguistic knowledge. Typical communication strategies are paraphrase and mime.14. Classifications of learning strategy(Cohen 2006)(2) By function: Metacognitive; Cognitive; Socio-affective(3) By skill: listening, speaking, reading, writing, vocabulary, or translation strategies.15. Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed.16. Cognitive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning material.Repetition, Resourcing, Directed physical response, Translation, Grouping, Note-taking , Deduction Recombination, Imagery, Auditory representation, Key word, Contextualization,Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors:group dynamics; attitudes to the teacher and course materials; learning techniquesGeneral factors:age; aptitude; cognitive style; motivation; personality18. MotivationIntegrative motivation 融合型动机is present in learners who identify with the target culture, would like to resemble members of the target culture and who would like to participate in the target culture. It is assumed to be based in the personality of the learner.Instrumental orientation工具型动机refers to those cases where the learners are interested in learning the language for the possible benefits, that is, the learner’s goal is functional. Resultative motivation:因果性动机Learners’motivation is strongly affected by their achievement.Intrinsic motivation:内在兴趣动机Motivation as intrinsic interest.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + attitudesTask motivation: the interest felt by the learner in performing different learning tasks.★19. Definition –interlanguageInterlanguage is the approximate language system that the learner constructs for use in communication through the target language. (Larry Selinker)It is independent of both the learner’s first language and the target language.It suggests tha t learners’ language is between L1 AND L2 and that it is a continuum along whichall learners traverse.★of fossilizationFossilization refers to the state in which the second language learners stop to learning when their internalized rule system contains rules different from the target language. That is to say, the interlanguage stops evolving towards the TL.21. Classification of fossilizationTemporary fossilization: the phenomenon is alterable under certain conditions.Permanent fossilizationThis means the learne r’s language stops evolving for ever. Because stable stage is not real fossilization, so there is no real permanent fossilization.22. Causes of fossilizationInternal: Motivation; Communicative needs; Acquisition deviceExternal: Communicative pressureLack of learning opportunitiesFeedback:positive cognitive feedbacks cause fossilization ;. “Oh,I see”)negative feedbacks help to prevent fossilization.. “I don’t understand you” )★23. Definition of UGCook(1985) summarizing the Chomskyan position, defines ‘universal grammar’ as ‘the properties inherent in the human mind’. Universal grammar consists of a set of general principles that apply to all language rather than a set of particular rules.24. MarkednessMarkedness refers to the idea that some linguistic structures are ‘special’ or ‘less natural’ or ‘less basic’ than others.Linguists working in the Chomskyan school suggest that linguistic rules can either be part of the core grammar . the universal rules) or be part of the periphery.Core rules are considered to be unmarked and therefore easily acquired.Periphery roles are considered to be and therefore different to learn.25.Krashen’s Monitor ModelKrashen’s monitor model mainly consists of the following five hypothses:(1) Acquisition-Learning Hypothesis:there are two kinds of ways of learning a second language ,., acquisition and learning.(2) Natural Order Hypothesis:SLA follows a universal route that is not influenced by factors such as the learners’ first language, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byproduct of learning – tolerate them.Allow learners to make errors and do not correct them(3) The Input Hypothesis cIt laims a move along the developmental continuum by receiving comprehensible input.We acquire, only when we understand the structure that is “a little beyond”where we are nowComprehensible input is defined as L2 input just beyond the Learner’s current L2 competence, in terms of its syntactic complexity. If a learner’s current competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2/3/4…) will not be useful for acquisition.(4) The affective filter hypothesisSLA is affected by factors like Motivation, Self-confidence,Anxiety and so on.Learners who suffer from anxiety or lack of motivation or negative attitude somehow switch off their comprehension mechanisms and so even if they are provided comprehensible input, they will not be able to process the input. Therefore a low affective filter is important.(5) Monitor hypothesisBoth language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as monitoring.Krashen uses the term Monitoring (with a big M) to refer to the way the learner used learnt knowledge to improve utterances produced by means of acquired knowledge.26. language transferLanguage transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously( and perhaps imperfectly ) acquired.★27. LAD (language acquisition device)The LAD is a system of principles that children are born with that helps them learn language, and accounts for the order in which children learn structures, and the mistakes they make as they learn.★28. critical age period hypothesisIt claims that there a period when language acquisition can take place naturally and effortlessly, but after a certain age the brain is no longer able to process language input in this. Researchers differ over when the critical period comes to an end.★29. field independent vs. field independentLearners are different in the ways of receiving, conceptualizing, organizing, and recalling information.Field dependents operate holistically . they see the field as a whole),Whereas field independents operate analytically . they see the field in terms of its component parts).★30. input vs. intakeInput refers to the language learners are exposed serves as the data which learners must use to determine the rules of the target language.However, not all available input is processed by the learner, either because some of it is not understood or because some of it is not attended to.That part of input that is processed, assimilated and fed into the interlanguage system is referred to as intake.★ vs. aptitude vs. intelligenceAttitudes refer to the learner’s beliefs about factors such as the target language culture, their own culture, their teacher and the learning tasks they are given.Aptitude refers to the specific ability a learner has for learning a second language.Intelligence refers to the general ability to master academic skills.32. competence vs. performanceWhen learners acquire a L2, they internalize rules which are then organized into a system. This constitutes their competence.The actual use of this system to comprehend and produce utterances is referred to as performance.33. OvergeneralizationIt refers to the extension of some general rule to items not covered by this rule in the target language.34. foreigner talk vs. teacher talkWhen native speakers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.When teachers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.35. formulaic speech vs. patternsFormulaic speech consists of expressions which are learned as unanalysable wholes and employed in particular occasions.Patterns are one type of formulaic speech. They are unanalysable units which have one or more open slots, . ‘Can I have a —’。

相关文档
最新文档