第二语言习得复习题.

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二语习得复习题

1.第二语言习得研究发展的路径（P19）（1）。

上世纪六十年代的第二语言习得研究的理论初创阶段。

在这一时期，第二语言习得研究与第二语言教学研究尚未分离。

当时站主导地位的是以行为主义为心理学基础的“对比分析”方法。

（2）上世纪70年代，第二语言习得研究已经发展成为一个独立的研究领域，是第二语言习得研究大发展的阶段。

偏误分析应运而生，产生了“中介语”理论假设。

还有两个重要的理论研究和创建，一是以Dulay和Burt为代表的第二语言习得顺序研究二是克拉伸的“监控模式”等（3）上世纪80 年代，第二语言习得研究作为一个独立的学科开始逐渐走向成熟。

受其他学科的影响构成了第二语言习得研究的跨学科特点形成了不同的理论视角，如语言学视角、社会语言学视角、认知视角等。

2.语言输入观P181：（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。

行为主义学习理论认为外在因素是语言习得的决定因素，否定学习者内在因素的作用。

（2）与行为主义学习理论相反，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因素。

（3）“互动论”的观点。

Elis认为，在互动论的旗帜下包括两个不同理论：一是以认知心理学为基础的“认知互动理论”二是“社会互动理论”。

认知互动理论不单单强调语言输入环境的重要性，也不仅仅强调语言习得内在因素的重要性，而是将两者结合起来。

3.学习策略的含义P304：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。

学习策略的分类P306：（一）Skehan(1989)的分类：1.根据学习者处理学习情景的能力来分（1）主动参与策略（active task approach）学习者主动寻找学习机会，并参与练习活动，反映积极。

（2）解释与确认策略（clarification and verification）学习者利用查字典和意译的方式，获得词语等的应用实例，并从句子里确认词语等的意义。

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 o r i n a c l a s s r o o m. ★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 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 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 ofnon-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 predictall 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.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 iscompleted.16. Cognitive strategiesCognitive strategies refer to the steps or operations used in learningor 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 identifywith the target culture, would like to resemble members of the target culture and who would like to participate in the target culture. Itis 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 possiblebenefits, 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 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 ;(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 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 (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 producedby 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 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 —’。

二语习得复习资料

二语习得复习资料填空、判断类1.第二语言习得研究的交叉学科：语言学、心理学、心理语言学。

2.第二语言习得研究的发端：Corder在1967年发表的《学习者偏误的意义》和Selinker在1972年发表的《中介语》。

3.1984年，鲁健骥在《中介语理论与外国人学习汉语的语音偏误分析》这篇文章中，将第二语言学习者的语言“偏误”和“中介语”的概念引入对外汉语教学领域。

4.强势说强调对比分析的预测功能，认为母语干扰是造成第二语言学习者语言习得困难和错误的主要原因。

5.1957年，拉多在《跨文化语言学》中系统地阐述了对比分析的内容、理论依据和分析方法。

6.对比分析这一基本假设建立在行为主义心理学和结构主义语言学基础之上。

7.Selinker被称为“中介语之父”8.过度泛化指的是二语学习者在习得第二语言的过程中，将其一目的语的规则推广到超越所能接受的范围之外。

9.输入假说是克拉申的语言监控模式整个习得理论的核心部分。

10.克拉申的输入假说包括四个要素：输入数量、输入质量、输入方式、输入条件。

11.情感过滤假说把成功的二语习得相关联的情感因素分为三大类：动机、自信、焦虑。

12.“社会文化理论”由前苏联心理学家维果茨基创立。

主要内容包括：调节论、最近发展区理论、个体话语和内在言语、活动理论。

13.语言输入与互动的研究始于上世纪70年代14.最早提出“关键期假说”这个观点的是著名神经外科医生Penfield。

15.根据社会心理学家的观点，学习者的态度是有三个方面构成：认知、情感、意动。

16.影响学习策略选择的因素主要有学习者个人差异、学习者个人背景和情景社会因素等。

17.沉浸式教学法是采用目的语作为学校课堂教学的媒介，课堂上主要是向学习者提供目的语语言输入。

18.1945年，弗里斯在《作为外语的英语教学与学习》一书中提出了对比分析的思想。

19.在第二语言习得顺序中，主要存在以下争议：①母语迁移；②“正确顺序”是否等于“习得顺序”③第一语言习得顺序是否等于第二语言习得顺序。

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 —’。

二语习得复习资料

二语习得复习资料二语习得复习资料填空、判断类1. 第二语言习得研究的交叉学科：语言学、心理学、心理语言学。

2. 第二语言习得研究的发端：Corder在1967年发表的《学习者偏误的意义》和Selinker在1972年发表的《中介语》。

3. 1984年，鲁健骥在《中介语理论与外国人学习汉语的语音偏误分析》这篇文章中，将第二语言学习者的语言“偏误”和“中介语”的概念引入对外汉语教学领域。

4. 强势说强调对比分析的预测功能，认为母语干扰是造成第二语言学习者语言习得困难和错误的主要原因。

5. 1957年，拉多在《跨文化语言学》中系统地阐述了对比分析的内容、理论依据和分析方法。

6. 对比分析这一基本假设建立在行为主义心理学和结构主义语言学基础之上。

7. Selinker被称为“中介语之父”。

8. 过度泛化指的是二语学习者在习得第二语言的过程中，将其一目的语的规则推广到超越所能接受的范围之外。

9. 输入假说是克拉申的语言监控模式整个习得理论的核心部分。

10. 克拉申的输入假说包括四个要素：输入数量、输入质量、输入方式、输入条件。

11. 情感过滤假说把成功的二语习得相关联的情感因素分为三大类：动机、自信、焦虑。

12. “社会文化理论”由前苏联心理学家维果茨基创立。

主要内容包括：调节论、最近发展区理论、个体话语和内在言语、活动理论。

13. 语言输入与互动的研究始于上世纪70年代14. 最早提出“关键期假说”这个观点的是著名神经外科医生Penfield。

15. 根据社会心理学家的观点，学习者的态度是有三个方面构成：认知、情感、意动。

16.影响学习策略选择的因素主要有学习者个人差异、学习者个人背景和情景社会因素等。

17. 沉浸式教学法是采用目的语作为学校课堂教学的媒介，课堂上主要是向学习者提供目的语语言输入。

18. 1945年，弗里斯在《作为外语的英语教学与学习》一书中提出了对比分析的思想。

19. 在第二语言习得顺序中，主要存在以下争议：①母语迁移；②“正确顺序”是否等于“习得顺序”；③第一语言习得顺序是否等于第二语言习得顺序。

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。

二语习得考试复习汇总

二语习得考试复习汇总一、名词解释母语、目的语、第一语言、第二语言、双语者、第二语言习得、1、“母语”通常是指学习者家庭或者所属种族、社团使用的语言，因而也称作“本族语”。

一般情况下，母语通常是幼儿出生后最先接触、习得的语言。

也被称作“第一语言”。

2、“目标语”，也称“目的语”，指学习者正在学习的语言。

这种语言可能是他的第二语言、第三语言甚或第四语言。

它强调的是学习者正在学习的任何一种语言，与学习者的语言习得环境无关。

美国学生无论在美国学习汉语，还是在中国学习汉语，其目的语都是汉语。

如果他们同时在学习法语，那么法语也是他们的目的语。

对第二语言学习者而言，母语对其目的语的习得具有重要的影响。

3、第二语言习得：人们在自然的语言环境中或者课堂环境中潜意识地或者有意识地获得母语之外的另一种语言。

4、“双语者”或“操双语者”，指可以同等流利地使用两种语言的人。

（1）、双语者指那些两种语言都达到与母语者同等熟练水平的人（balanced bilingualism）。

精通两种语言的人。

这种观点是根据是否具有“同等的语言知识”来定义双语者；（2）、双语者可以指那些能够用另外一种语言生成完整的有意义的话语的人。

这就是所谓双语者的“最底限定义”（minimaldefinition）。

这种观点是基于能否使用第二语言来定义双语者。

5、第二语言：相对于第一语言而言，指在母语之后再学习另一种语言。

第二语言习得可能发生在自然环境，也可能在正规的课堂环境中。

在课堂环境下学习的第二语言被称为外语。

6、中介语是指在第二语言习得过程中，学习者通过一定的学习策略，在目的语输入的基础上所形成的一种既不同于其第一语言也不同于目的语、随着学习的进展向目的语逐渐过渡的动态的语言系统。

二、简答1、第二语言习得研究的发端是以什么为标志的？为什么？origination:the end of 1960s.Corder 1967:“The significance of leaners’errors”; Selinker 1972“Interlanguage”.Why?1..ForthefirsttimeCordertheoreticallyelaboratethegreatsignif icanceoferrorsSLlearnersmadeonlanguageteaching,theprocessofacquisitionandthes econdlearnersthemse lves;2. the view of Corder radically change the view and attitude of how people see theerrors of second language learners.Corder(1967)makecleartheobject,methodandthedirectionforfurther development.SLA as a isolated area for study.Corder:第二语言习得研究应该把目光放在学习者语言系统的考察上，把学习者的语言偏误作为观察学习者语言习得过程的窗口，从中发现学习者是如何习得第二语言的规律的。

第二语言习得考试试题

第二语言习得考试试题一、选择题（每题 2 分，共 40 分）1、第二语言习得中的“中介语”是指（）A 学习者母语和目的语之间的过渡语言B 学习者在学习过程中创造的一种独立语言C 教师为帮助学习者而使用的简化语言D 一种国际通用的辅助语言2、以下哪项不是影响第二语言习得的个体差异因素（）A 学习动机B 性格特点C 社会环境D 认知风格3、在第二语言习得中，“输入假说”的提出者是（）A 克拉申B 乔姆斯基C 皮亚杰D 布鲁纳4、学习者在第二语言习得过程中出现的“石化”现象，指的是（）A 语言能力停止发展B 语言错误固定化C 学习兴趣丧失D 学习方法不当5、以下哪种教学方法更注重语言的交际功能（）A 语法翻译法B 直接法C 听说法D 交际法6、第二语言习得中的“情感过滤假说”认为，以下哪种因素会影响语言输入的吸收（）A 自信心B 焦虑程度C 学习态度D 以上都是7、对于儿童和成人在第二语言习得方面的比较，以下说法正确的是（）A 儿童学习速度更快B 成人学习效果更好C 儿童在语音方面更有优势D 成人在语法方面更有优势8、以下哪项不是第二语言习得中的语言输出的作用（）A 检验语言知识B 提高语言流利度C 促进语言输入的理解D 减少语言错误9、学习者在第二语言习得中，对目的语规则的过度概括所产生的错误属于（）A 语际错误B 语内错误C 诱导错误D 随机错误10、以下哪种语言环境更有利于第二语言习得（）A 课堂教学环境B 自然语言环境C 双语环境D 单一语言环境11、在第二语言习得中，“监控假说”认为，学习者的语言输出主要受到（）的监控。

A 潜意识B 有意识C 情感因素D 语言规则12、以下哪项不是第二语言习得中的学习策略（）A 认知策略B 元认知策略C 情感策略D 语法策略13、对于第二语言习得中的“文化适应”，以下说法错误的是（）A 有助于语言学习B 只是了解文化知识C 包括价值观的适应D 能提高交际能力14、以下哪种测试方法更能准确测量学习者的第二语言实际运用能力（）A 标准化测试B 口语测试C 书面测试D 听力测试15、第二语言习得中的“关键期假说”认为，语言学习的最佳年龄是（）A 儿童时期B 青少年时期C 成年时期D 没有固定年龄16、以下哪项不是影响第二语言习得的外部因素（）A 教学方法B 教材质量C 学习者年龄D 语言环境17、在第二语言习得中，“可理解输入”的特点不包括（）A 略高于学习者现有水平B 有趣且相关C 语法复杂D 大量重复18、以下哪种反馈方式对第二语言习得最有效（）A 积极反馈B 消极反馈C 直接纠错D 引导自纠19、学习者在第二语言习得中出现的回避现象，主要是为了（）A 避免错误B 节省时间C 简化表达D 显示个性20、以下关于第二语言习得和第一语言习得的比较，错误的是（）A 学习动机不同B 学习环境相似C 认知能力有差异D 语言输入质量不同二、简答题（每题 10 分，共 30 分）1、请简述第二语言习得中的“输入假说”的主要内容。

第二语言习得考试复习题

第二语言习得期中考试复习题1. acquisition& learning➢The term “acquisition” is used to refer to picking up a second language through exposure, whereas the term “learning” is used to refer to the conscious study of a second language. Now most of the researchers use them interchangeably, irrespective of whether conscious or unconscious processes are involved2. incidental learning & intentional learning➢While reading for pleasure a reader does not bother to look up a new word in a dictionary, but a few pages later realizes what that word means, then incidental learning is said to have taken place.➢If a student is instructed to read a text and find out the meanings of unknown words, then it becomes an intentional learning activity. ngauage➢Language is a system of arbitrary vocal symbols used for human communication .That is to say , language is systematic (rule-governed ), symbolic and social.nguage Acquisition Device➢The capacity to acquire one’s FIRST LANGUAGE , when this capacity is pictured as a sort of mech anism or apparatus.5.Contrastive analysis❖Under the influence of behaviorism, researchers of language teaching developed the method of contrastive analysis (CA) to study learner errors. Its original aim is to serve foreign language teaching.6.Error analysis❖Error analysis aims to 1) find out how well the learner knows a second language, 2) find out how the learner learns a second language, 3) obtain information on common difficulties in second language learning, and to 4) serve as an aid in teaching or in the preparation and compilation of teaching materials (Corder, 1981).It is a methodology of describing Second Language Learners’ language system s.7.interlanguage❖It refers to the language that the L2 learner produced .❖The language produced by the learner is a system in its own right.❖The language is a dynamic system, evolving over time.8.Krashen and His Monitor Model❖ 1. The Acquisition-Learning Hypothesis❖ 2. The Monitor Hypothesis❖ 3. The Natural Hypothesis❖ 4. The Input Hypothesis❖ 5. The Affective Filter Hypothsis9. input hypothesis❖Its claims : The learner improves and progresses along the “natural order” when s/he receives second language “input” that is one step beyond his or her current stage of linguistic competence. For example, if a learner is at a stage “i”, then acquisition takes place when s/he is exposed to “Comprehensible Input” that belongs to level “i+1”.10. affective filter hypothesis❖The hypothesis is based on the theory of an affective filter, which states that successful second language acquisition depends on the learner’s feelings. Negative attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as a filter, preventing the learner from making use of INPUT, and thus hindering success in language learning.11.Shumann’s Acculturation Model❖This model of second language acquisition was formulated by John.H.Schumann(1978), and applies to the natural context of second language acquisition where a second language is acquired without any instruction in the environment. Schumann defines acculturation as the process of becoming adapted to a new culture or rather , the social and psychological integration of the learner with the target language group.12.Universal Grammar⏹The language faculty built into the human mind consisting of principles and parameters.⏹This is the universal grammar theory associated with Noam Chomsky.⏹Universal Grammar sees the knowledge of grammar in the mind as having two components: “principles＂that all languages have incommon and “parameters” on which they vary.13.M acLaughlin’s Information processing model☐SLA is the acquisition of a complex cognitive skill that must progress from controlled processing to automatic processing.14.Anderson’s ACT☐This is another general theory of cognitive learning that has been applied to SLA☐Also emphasizes the automatization process.☐Conceptualizing three types of memory:1. Working memory2. Declarative long term memory3. Procedural long-term memory15.fossilization☐It refers to the phenomenon in which second language learners often stop learning even though they might be far short of native-like competence. The term is also used for specific linguistic structures that remain incorrect for lengthy periods of time in spite of plentiful input.munication strategies⏹Communication strategies, known as CSs, consist of attempts to deal with problems of communication that have arisen in interaction.They are characterized by the negotiation of an agreement on meaning between the two parties.1.What it is that needs to be learnt in language acquisition?➢Phonetics and Phonology➢Syntax➢Morphology➢Semantics➢Pragmatics2.How experts study the children’s acquisition➢Observe young children’s learning to talk.➢Record the speech of their children➢Create a database➢Have a single hypothesis3.What are learning strategies? Give examples ?➢Intentional behaviour and thoughts that learners make use of during learning in order to better help them understand, learn or remember new information .➢Learning strategies are classified into :1. meta-cognitive strategies2. cognitive strategies3. socio-affective strategies4.What are the factors influencing the success of SLA ?●Cognitive factors :1. Intelligence2. Language aptitudenguage learning strategies●Affective factors:nguage attitudes2.Motivation5.What are the differences between the Behaviorist learning model and that of Mentalist?➢Behaviorist learning model claims that children acquired the L1 by trying to imitate utterances produced by people around them and by receiving negative or positive reinforcement of their attempts to do so. Language acquisition, therefore, was considered to be environmentally determined.6.What are the beneficial views obtained from the studies on children’s L1 acquisition?1. Children’s language acquisition goes through several stages2. These stages are very similar across children for a given language, although the rate at which individual children progress through them ishighly variable;3. These stages are similar across languages;4. Child language is rule-governed and systematic, and the rules created by the child do not necessarily correspond to adult ones;5. Children are resistant to correction;6. Children’s mental capacity limits the n umber of rules they can apply at any one time, and they will revert to earlier hypotheses when two ormore rules compete.7.What are the differences of error analysis from contrastive analysisContrastive analysis stresses the interfering effects of a first language on second language learning and claims that most errors come from interference of the first language. (Corder ,1967). However, such a narrow view of interference ignores the intralingual effects of language learning among other factors. Error an alysis is the method to deal with intralingual factors in learners’ language (Corder, 1981).it is a methodology of describing Second Language Learners’ language systems .Error analysis is a type of bilingual comparison, a comparison between learners’ inte rlanguage and a target language, while contrastive analysis between languages. (native language and target language)8.What are UG principles and parameters?➢The universal principle is the principle of structure-dependency, which states that language is organized in such a way that it crucially depends on the structural relationships between elements in a sentence.➢Parameters are prnciples that differ in the way they work or function from language to language. That is to say there are certain linguistic features that vary across languages.9.What role does UG play in SLA？➢Three possibilities :1. UG operates in the same way for L2 as it does for L1.2. The learner’s Core grammar is fixed and UG is no longer available to the L2 learner, particularly not to th e adult learner.3. UG is partly available but it is only one factor in the acquisition of L2. There are other factors and they may interfere with the UGinfluence.10.What are classifications of communication strategies?Faerch and Kasper characterizes CSs in the light of learners’ attempts at governing two different behaviors and their taxonomies are achievement and reduction strategies , and they are based on the psycholinguistics.➢Achievement Strategies:⏹Paraphrase⏹Approximation⏹Word coinage⏹Circumlocution⏹Conscious Transfer⏹Literal translation⏹Language switch (borrowing)⏹Mime⏹Use body language and gestures to make communication open⏹Appeal for assistance➢Reduction Strategies⏹Message abandonment（topic shift）:Ask a student to answer the question :How old are you ? She must utter two orthree sentences to answer the question, but she mustn’t tell her age.⏹Topic avoidance(Silence)。

第二语言习得考试复习题

对外汉语《二语习得》题库及答案

对外汉语《二语习得》题库及答案第一章单元测试1、判断题：习得与学习二者之间的关系是割裂的。

（）选项：A:对B:错答案: 【错】2、单选题：最早发现习得与学习存在区别的是语言学家（）选项：A:乔姆斯基B:斯蒂芬?克拉申C:洪堡特D:斯韦恩答案: 【斯蒂芬?克拉申】3、多选题：关于习得与学习的关系，下列说法正确的是（）选项：A:可以用两个三角形表示；B:这两个三角形是倒置的；C:这两个三角形是部分交叠的；D:这两个三角形是完全重叠的。

答案: 【可以用两个三角形表示；;这两个三角形是倒置的；;这两个三角形是部分交叠的；】成人完全可以做到和儿童一样习得外语。

（）选项：A:对B:错答案: 【错】5、判断题：儿童习得外语的能力总体上高于成人。

（）选项：A:对B:错答案: 【对】6、判断题：传统语言课堂收到的质疑越来越多，我们应该遵循习得规律，改革创新教学模式和方法。

（）选项：A:对B:错答案: 【对】7、判断题：最早获得的语言一定是最熟悉的。

（）选项：A:对B:错答案: 【错】一个在外国出生的华裔儿童，他最早接触的是汉语，成长过程中主要说英语，那么，下列说法正确的是（）选项：A:他的母语是汉语；B:他的第一语言是汉语；C:他的第二语言是英语；D:他的母语是英语。

答案: 【他的母语是汉语；;他的第一语言是汉语；;他的第二语言是英语；】9、多选题：一个在外国出生的华裔儿童，他成长过程中只接触和说英语，那么，下列说法正确的是（）选项：A:他的母语是英语；B:他的第一语言是英语；C:他没有外语；D:他的外语是英语。

答案: 【他的母语是英语；;他的第一语言是英语；;他没有外语；】10、判断题：第一语言是语言学的概念，母语更多的牵涉到民族学问题。

（）选项：A:对B:错答案: 【对】11、判断题：语言学多是理论研究，心理学、心理语言学等多是实验研究。

（）选项：A:对B:错答案: 【对】第二章单元测试1、多选题：关于大脑和语言习得，行为主义心理学派有两个非常著名的观点，分别是（）。

第二语言习得试题及答案

第二语言习得试题及答案一、选择题（每题2分，共10分）1. 第二语言习得理论中，克拉申的“输入假说”主张学习者需要接收到什么样的语言输入？A. 完全理解的输入B. 可理解的输入C. 无理解的输入D. 超过理解的输入答案：B2. 根据斯金纳的操作条件反射理论，语言习得主要依赖于什么？A. 模仿B. 强化C. 内化D. 社会互动答案：B3. 在语言习得中，“临界期”假说主张语言学习的最佳时期是？A. 任何年龄B. 儿童时期C. 青少年时期D. 成年时期答案：B4. 语言习得的“自然顺序假说”认为语言技能的发展遵循一定的顺序，以下哪项不是该假说的内容？A. 语法结构的习得顺序是固定的B. 词汇的习得顺序是固定的C. 发音的习得顺序是固定的D. 语言习得的速度是个体差异决定的答案：D5. 语言习得的“社会文化理论”强调以下哪个因素在语言学习中的作用？A. 认知发展B. 社会互动C. 语言输入D. 语言输出答案：B二、填空题（每空1分，共10分）1. 语言习得的“监控假说”是由________提出的。

答案：克拉申2. 语言习得中的“输入假说”认为，学习者需要接收到________的输入。

答案：可理解的3. 语言习得的“自然顺序假说”认为，语言技能的发展遵循一定的________。

答案：顺序4. 根据斯金纳的操作条件反射理论，语言习得主要依赖于________。

答案：强化5. 语言习得的“社会文化理论”强调________在语言学习中的作用。

答案：社会互动三、简答题（每题5分，共20分）1. 简述克拉申的“输入假说”。

答案：克拉申的“输入假说”认为，为了习得第二语言，学习者需要接收到略高于其当前语言水平的可理解输入，这样的输入被称为“i+1”输入。

2. 描述斯金纳的操作条件反射理论在语言习得中的应用。

答案：斯金纳的操作条件反射理论认为，语言习得是通过强化机制实现的。

当学习者正确使用语言时，他们会受到奖励（强化），这会增强他们使用正确语言形式的倾向。

第二语言习得复习题

第二语言习得复习题第二語言習得複習題一、名詞解釋1.第二語言：指相對於第一語言來說，除兒童幼年最先接觸和習得の語言，在此後習得の語言就是第二語言。

2. 第一語言：指兒童幼年最先接觸和習得の語言。

3. 母語：指學習者所屬種族、社團使用の語言，也稱作“本族語”。

4，目の語：也叫目標語，一般指學習者正在學習の語言。

5，第二語言習得：簡稱SLA，是指人們在獲得母語(第一語言)の基礎上習得另一種或幾種語言の過程。

也叫“二語習得”6，語言習得機制：喬姆斯基提出人腦中存在一個“語言習得機制”（LAD），它有以下一些特點：1.具有遺傳性，為人類獨有。

2.能使兒童加工語言材料，判斷語言體系の發展，建立抽象規則。

3.可能已經具備一些普遍の語言特征，這些特征可以在所有人類語言中找到，因此，許多語法屬性可能是先天存在於人類の大腦中，無需學習。

7，工具型動機：學習者對目の語群體沒有興趣，學習目の語只是為了掌握一個工具，用來提高自己の知識水平、改善社會地位。

8，習得與學習：克拉申認為“習得”通常指在自然狀態下“下意識”の語言獲得，而“學習”一般是指“有意識”の語言獲得。

前者稱為“內隱學習”，後者稱為“外顯學習”9，中介語：語言學習者在學習第二語言時所擁有の一種獨立の語言系統,這種語言系統在結構上既不是學習者の母語也不是目の語,而是介於兩者之間。

中介語系統在語音、詞匯、語法、文化等方面都有表現。

但它又不是固定不變の，而是隨著學習の發展，逐漸向目の語の正確形式靠攏。

10，普遍語法：喬姆斯基認為普遍語法是由一些原則條件和規則構成の系統，這些所有人類語言共有の因素是或特性是必然の而不是偶然の，原則系統和規則系統。

11，僵化：僵化（fossilization），也叫化石化或石化，是由Selinker於1972年在其中介語理論中提出の。

僵化是存在於“潛在の心理結構”中の一種機制，表現為某種母語背景の第二語言學習者會在目の語習得の某個階段上停滯不前，無論學習者年齡大小，也無論其是否繼續學習12，外國人話語：所謂“外國人話語”並不是指外國人の話語，而是指對外國人說の話語。

二语习得导论期中考试复习参考资料

复习参考资料第一语言（First Language,L1）是我们从小学会的语言，简称“一语”，也叫“母语”（mother tongue ）。

第二语言（Second Language,L2) 是人们在掌握第一语言后，继续学习并在不同程度上掌握“第二语言”（简称“二语”），甚至第三、第四语言。

目的语（Target Language ）指人们正在学习的语言。

外语（foreign language ）指的是外国语。

语言环境课堂环境。

正式环境。

外语环境。

二语环境。

语言习得语言习得（Language Acquisition ）本质上是一种生物和遗传属性的展现，环境起到的只是触发作用而已。

有人认为不同的社会环境，个体与其他社会成员的交往历史，直接制约着语言习得的过程和结果。

“语言习得”这个术语既可以指语言学习，也指对这一问题进行系统研究的学科，也叫语言习得研究。

第一语言习得（FLA ）研究的是儿童学习母语的问题，也称“母语习得”。

第二语言习得（SLA ）研究的是母语之外的所有语言的习得问题，其对象一般是成人。

逻辑问题（Logical Problem ）：研究的课题是语言习得是如何成为可能的？有人推测儿童之所以能够学会母语，是因为生活在母语环境中，每天接触母语所致。

发展问题（developmental problem ）研究的是为什么语言习得遵循一定的发展顺序和步骤？对外汉语教学是对非母语者进行的汉语教学，是第二语言教学的一种。

competence 能力performance 表现表现是对能力的实际运用，可以直接进行观察。

内化语言（I-language ）。

I ：internal （内部）individual （个人）intensional （内含）内化语言指个人大脑中“语言机能”（language faculty ）的某种状态，能力是关于这种内化语言的知识。

乔氏所说的能力1.能力是一种心理现象和个人属性。

二语习得期末复习资料

Chapter 1 introducing second language acquisition1.SLA: a term that refers both to the study of individuals and groups who are learning alanguage subsequent to learning their first one as young children, and to the process of learning that language.2.Second language:an officially or societally dominant language (not L1) needed foreducation, employment or other basic purposesrmal L2 learning: SLA that takes place in naturalistic contexts4.Formal L2 learning: instructed learning that takes place in classroom5.Linguistic competence: the underlying knowledge that a speaker/hearer have of a language.Chomsky distinguishes this form linguistic performance.6.Linguistic performance: the use of language knowledge in actual production.7.First language/native language/mother tongue (L1): the language acquired in childhood8.Simultaneous multilingualism:ability to use one or more languages that were auqiredduring early childhood.9.Sequential multilingualism: ability to use one or more languages that were learned after L1had already been established.1.What are the three basic questions in SLA?(1)What exactly does the L2 learner come to know?(2)How does the L2 leaner acquire this knowledge?(3)Why are some learners more successful than others?2.Why there are no simple answers to these questions? (P2)Chapter 2 foundations of second language acquisition1.Multilingualism: the ability to use more than one language.2.Bilingualism: the ability to use two languages.3.Monolingualism: the ability to use only one language.4.Multilingual competence: “the compound state of a mind with two or more grammars”5.Monolingual competence: knowledge of only one language.6.Learner language: also called interlanguage which refers to the intermediate states orinterim grammars of leaner language as it moves toward the target L2.7.Positive transfer: appropriate incorporation(合并，编入) of an L1 structure or rule in L2structure.8.Negative transfer: inappropriate influence of an L1 structure or rule in L2 use, also calledinterference.9.Fossilization:a stable state in SLA where learners cease their interlanguage developmentbefore they reach target norms despite continuing L2 input and passage of time.10.Poverty-of-the-stimulus:the argument that because language input to children isimpoverished(穷尽的) and they still acquire L1, there must be an innate capacity for L1 acquisition.11.Innate capacity:a natural ability, usually referring to children’s natural ability to learn oracquire language.1.What is the nature of language learning?(1)Simultaneous/sequential multilingualism(2)The role of natural abilitya)Humans are born with a natural ability or innate capacity to learn another language.b)As children mature, so do their language abilities.c)Individual variation may occur in learning; the rate of learning can differ, but there arestages everyone goes through.d)“Cut off point”- if the process does not happen at a young age, you'll never learn thelanguage. （关键期假说）(Critical Period Hypothesis)(3)The role of social experiencea)Children will never acquire language unless that language is used with them andaround them, no matter what is their language.b)As long as children are experiencing input and social interaction, the rate and sequenceof development doesn't change.c)The only thing that may change is pronunciation, vocabulary, and social function.2.What are some basic similarities and differences in L1 and L2 learning? (P17表格)(1)Similarities between L1 and L2a)Development stagesInitial State - knowledge about language structures and principlesIntermediate State - Basic language developmentFinal State - Outcome of learningb)Necessary conditions: Input(2)Differences between L1 and L2（P17表格）3.What is “the logical problem of language acquisition”?(1)Children’s knowledge of language goes beyond what could be learned from the inputthey receive. (Poverty-of-the stimulus)(2)Constraints and principles cannot be learned(3)Universal patterns of development cannot be explained by language-specific input.(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？)4.5.(1)Children begin to learn their language at the same age, and in much the same wayregardless of what the language is.(2)Children are not limited to repeating what they heard; they can understand and createnovel(新颖) utterance.(3)There is a cut-off age for L1 acquisition, beyond which it can never be completed.6.Linguists have taken an internal and external focus to the study of language acquisition.What is the difference between the two?The internal focus seeks to account for speakers’ internalized, underlying knowledge oflanguage. The external focus emphasizes language use, including the functions of language which are realized in learners’ production at different stages of development.Chapter 3 the linguistics of second language acquisition1.Interference: also called negative transfer, which means inappropriate influence of an L1structure or rule in L2 use.2.Interlanguage: also called learner language, which refers to the intermediate states orinterim grammars of leaner language as it moves toward the target L2.3.Natural order: a universal sequence in the grammatical development of language learners.4.Universal grammar: a linguistic framework developed most prominently by Chomsky whichclaims that L1 acquisitions can be accounted for only by innate knowledge that the human species is genetically endowed with. This knowledge includes what all languages have in common.nguage faculty: term used by Chomsky foe a “component of the human mind” thataccounts for children’s innate knowledge of language.6.Principles: properties(固有属性) of all languages of the world; part of Chomsky’s universalgrammar.7.Parameters: limited options in realization of universal principles which account forgrammatical variation between languages of the world. Part of Chomsky’s theory ofuniversal grammar.8.Initial state: the starting point of language acquisition; it is thought to include theunderlying knowledge about language structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.9.Final state: the outcome of L1 and L2 learning, also known as the stable state of adultgrammar.10.Markedness: a basic for classification of languages according to whether a specific featureoccurs more frequently than a contrasting element in the same category, is less complex structurally or conceptually, or is more “normal” or “expected” along some dimensions. 11.Grammaticalization(语法化): a developmental process in which a grammaticalfunction(such as expression of past time) is first conveyed by shared extralinguisticknowledge and inferencing based on the context of discourse, then by a lexical word(such as yesterday), and only later by a grammatical marker(such as the suffix -ed).一、The nature of language1.What we learn in linguistic perspective? What are the characteristics of language?Both L1 and L2 learners acquire knowledge at these different levels: lexicon(词汇学),phonology(语音学), morphology(构词法), syntax(句法). Languages are systemic,symbolic and social.二、Contrastive analysis1.What is contrastive analysis?CA is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences.2.What is the goal of contrastive analysis?(assumptions)(1)If L2 acquisition is disturbed by the habits of your native language, it is reasonableto focus on the differences between native and target language.(2)Contrastive analysis had a practical goal: If you recognize the differences betweenyour native language and the target language, you are able to overcome thelinguistic habits of your native language that interfere with the habits of the targetlanguage.3.What are the critiques of contrastive analysis?(1)The process of L2 acquisition is not sufficiently described by the characterization oferrors.(2)Errors in L2 acquisition do not only arise from interference.(3)The structural differences between two languages are not sufficient to predict theoccurrence of errors in L2 acquisition.三、Error analysis1.What is error analysis？EA is based on the description and analysis of actual learner errors in L2, rather than onidealized linguistic structures attributed to native speakers of L1 and L2 (as in CA).(1)Ambiguity in classification. (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universal developmental process)(2)Lack of positive data. (正确的被忽略，只关注错误不能看出学生学到什么)(3)Potential for avoidance. (学生会避免错误，这样错误就不能全部被观察)四、Interlanguage1.What are the characteristics of interlanguage?(1)Systematic.(2)Dynamic.(3)Variable.(可变性) although systematic, differences in context result in differentpatterns of language use.(4)Reduced system, both in form and function. (学习者经常会简单化)2.There are differences between IL development and L1 acquisition, including differentcognitive processes involved:(1)Language transfer from L1 to L2.(2)Transfer training.(3)Strategies of second language learning. (避免等)(4)Strategies of second language learning. (为方便不要复数等)(5)Overgeneralization of the target language linguistic material.3.The beginning and the end of IL are defined respectively as whenever a learner firstattempts to convey meaning in the L2 and whenever development “permanently” stops, but the boundaries are not entirely clear. Identification of fossilization is even morecontroversial.五、Monitor model (The input hypothesis model)1.Which five hypotheses(假定) does the model consist of? (课本P45！！！)(1)Acquisition-learning hypothesis(2)Monitor hypothesis(3)Natural order hypothesis(4)Input hypothesis(5)Affective filter hypothesis2.What is LAD in this model?The LAD is made up of the natural language learning abilities of the human mind, totally available in L1 acquisition, available in L2 acquisition according to the level of the filter.But, the process of learning, unlike the process of acquisition, uses faculties of mind outside the LAD.3.图示4.What are points of the consensus of early linguistic study of SLA?(1)What is being acquired through a dynamic interlanguage system(2)How SLA takes place involves creative mental processes(3)Why some learners are more successful than others relates primary to the age.5.What is the role of grammar according to Krashen?The only instance in which the teaching of grammar can result in language acquisition(and proficiency) is when the students are interested in the subject and the targetlanguage is used as a medium of instruction.六、Universal grammar1.Differences of linguistic competence and performance(见Chapter1名词解释)2.What is UG? (名词解释)3.UG and L1 acquisition(1)What the child acquire is selecting parametric options.(2)Unlike SLA, attitudes, motivations and social context play no role.4.UG and SLA, there are three important questions(1)What is the initial state of SAL?Interference(看参数相同不相同); no agreement on access to UG(2)What is the nature of IL and how does it change over time?定参数的过程Language faculty; positive/negative evidence(起作用);constructionism; fossilization(3)What is the final state in SLA?(P52五个达不到的原因)七、Functional approaches (systemic linguistics)1.What are the four functional approaches?They are Systemic Linguistics; Functional Typology; Function-to-form mapping;Information organization.2.What is Systemic Linguistics(系统功能语言学)?Developed by Hilliday in the late 1950s, it is a model for analyzing language in terms ofthe interrelated systems of choices that are available for expressing meaning.儿童的语言体系是一个意义体系，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。

(完整word版)第二语言习得研究期末复习题

第二语言习得复习题一、名词解释1.第二语言：指相对于第一语言来说，除儿童幼年最先接触和习得的语言，在此后习得的语言就是第二语言。

2. 第一语言：指儿童幼年最先接触和习得的语言。

3. 母语：指学习者所属种族、社团使用的语言，也称作“本族语”。

4，目的语：也叫目标语，一般指学习者正在学习的语言。

5，第二语言习得：简称SLA，是指人们在获得母语(第一语言)的基础上习得另一种或几种语言的过程。

也叫“二语习得”6，语言习得机制：乔姆斯基提出人脑中存在一个“语言习得机制”（LAD），它有以下一些特点：1.具有遗传性，为人类独有。

2.能使儿童加工语言材料，判断语言体系的发展，建立抽象规则。

3.可能已经具备一些普遍的语言特征，这些特征可以在所有人类语言中找到，因此，许多语法属性可能是先天存在于人类的大脑中，无需学习。

7，工具型动机：学习者对目的语群体没有兴趣，学习目的语只是为了掌握一个工具，用来提高自己的知识水平、改善社会地位。

8，习得与学习：克拉申认为“习得”通常指在自然状态下“下意识”的语言获得，而“学习”一般是指“有意识”的语言获得。

前者称为“内隐学习”，后者称为“外显学习”9，中介语：语言学习者在学习第二语言时所拥有的一种独立的语言系统,这种语言系统在结构上既不是学习者的母语也不是目的语,而是介于两者之间。

中介语系统在语音、词汇、语法、文化等方面都有表现。

但它又不是固定不变的，而是随着学习的发展，逐渐向目的语的正确形式靠拢。

10，普遍语法：乔姆斯基认为普遍语法是由一些原则条件和规则构成的系统，这些所有人类语言共有的因素是或特性是必然的而不是偶然的，原则系统和规则系统。

11，僵化：僵化（fossilization），也叫化石化或石化，是由Selinker于1972年在其中介语理论中提出的。

僵化是存在于“潜在的心理结构”中的一种机制，表现为某种母语背景的第二语言学习者会在目的语习得的某个阶段上停滞不前，无论学习者年龄大小，也无论其是否继续学习12，外国人话语：所谓“外国人话语”并不是指外国人的话语，而是指对外国人说的话语。

第二语言习得研究考试资料【试题.知识点】

名词解释：1、母语：指学习者所属种族、社团使用的语言，因而也称作“本族语”，一般情况下，母语是儿童出生以后最先接触、习得的语言2、目的语：也称“目标语”，是指学习者正在学习的语言，这种语言可以指正在学习的母语或第一语言，也可以指他正在学习的第二语言、第三语言甚至第四语言。

3、第一语言：指儿童幼年最先接触和习得的语言。

4、第二语言：是相对于学习者习得的第一语言之外任何一种其他语言。

5、习得：指“非正式”的语言获得，儿童大都是通过这种方式来获得母语。

6、学习：指“正式”的语言规则学习，即通过课堂教学的方式来获得第二语言。

7、第二语言习得：指学习者在目的语国家学习目的语。

8、外语习得：指学习者在本国学习除母语外的目的语。

9、语言能力：指是一种反映交际双发语言知识的心理语法。

10、语言表达：指的是交际双发在语言的理解与生成过程中对其内在的语法运用。

11、对比分析：产生于20世纪50年代。

兴盛于60年代。

初衷是为了在第二语言教学中预测学习者的难点，预防学习者的语言偏误，提高第二语言教学的效率。

12、母语负迁移：这一假设的实质是母语在第二语言习得中的作用问题，主张对比分析的学者认为。

学习者的母语对第二语言习得将产生极大的影响，如第二语言学习者学习外语大都有母语的“口语”。

13、内隐学习：是通过无意识或下意识的方式来获得语言知识，外显学习是在有意识的状态下通过规则学习，来获得语言知识。

14、通过学习获得的“显性知识”不能转化为“隐性知识”一、第二语言习得研究的跨学科特点：语言学与心理学有着交叉与重合，构成了心理语言学，第二语言习得研究与语言学密切相关，但是在学科的划分上，它并不属于语言学，同样，第二语言习得研究与心理语言学也密切相关，但他既不属于心理语言学也不属于心理学。

二、第二语言习得研究的发端：第二语言习得研究的发端可以追溯到20世纪60年代末，Corder1967年发表的《学习者偏误的意义》明确提出了第二语言习得的研究对象，标志着第二语言习得研究成为一个相对独立的研究领域；Selinker1972发表的《中介语》，系统地阐述了“中介语”理论假设，更加明确的提出了第二语言习得研究的对象，即“学习者的语言系统”，因此，这两人的文章被称为第二语言习得研究的“开山之作”，成为建立第二语言习得研究学科的标志。

《第二语言习得理论》复习题库附参考答案.doc

《第二语习得理论》复习纲要第一章引言1、二语习得研究者的研究对象一般是群体，而不是个体，你如何看待这个问题？10二语习得研究中，研究者的研究对象一般是群体，研究结论也是对某个群体而言。

但作为二语教学的老师，他更加关注一个个的个体，他关心的是如何让每一个学生很好的掌握第二语言。

这种情况下，二语习得研究者得到的结论，很可能对进行教学的老师的指导意义不是很大。

因此，二语习得研究者有必要加强对个体的研究，而不是局限于群体。

2、你认为什么是学外语的最好方式？9第二章人1、什么是一语习得的行为主义模型？提出者是？16-17一语习得的天生论模型的理论基础是乔姆斯基的转换生成语法，天生论认为人的大脑中有一个语言习得的机制，小孩出生后在任何一个语言环境中，都能利用这个语言习得机制学会所在环境的语言。

这种观点与观察到的现象是一致的，所以有较强的解释力。

2、什么是一语习得的天生论模型？18-193、什么是一语习得的社会互动模型，提出者是？20-214、什么是文化适应模型？如何评价？24-255^ 什么是perceived social distance?（另一个是social distance,在文化适应模式节）26 perceived social distance 是与social distance 相关的一个概念o Social distance 通常指人们在社会经济地位方面的差别，而perceived social distance则指学习者内部因素的差别（比如对讲所学语言的人的态度，对讲这种语言的社会的态度，对讲这种语言的人的文化价值观念的态度等）。

Acton 研究了perceived social distance与学习成绩之间的关系,研究结果表明，态度介于两种语言文化价值观的学生，学习成绩最理想。

6、文化适应分哪几个阶段？29-307、什么是言语适应模型？是谁提出来的？30-31二语学习者对所学语言文化的态度影响学习过程，言语适应模型认为人们之间的交谈包含三个不同的过程，即交谈双方保持他们各自的说话方式，让各自的说话方式与对方显得越发不同，双方采用对方的说话特点以相互靠拢。

二语习得复习资料

二语习得复习资料第一章（填空+名词解释）第一节第二语言习得的基本概念母语：通常指的是学习者幼年习得的语言。

由于母语是家庭或者所属种族、社团使用的语言，因而也称作“本族语”。

一般说来，母语通常是儿童出生以后最先接触、学会的语言。

因此，母语通常也被称作“第一语言”。

目的语：也称“目标语”，一般是指学习者正在学习的语言。

第一语言：指儿童幼年最先接触和习得的语言。

第二语言强调的是语言习得的先后顺序，与语言习得环境无关。

“习得”是一种下意识、非正式的类似儿童母语的获得过程。

学习者通常意识不到他们正在学习语言这一事实，但是能意识到他们正在用语言进行交际。

“学习”是指有意识地、正式的学习语言知识，能够明确地意识到所学的规则。

克拉申把这两个方式看作彼此独立的学习过程。

无接口观点、有接口的观点“第二语言习得”是指学习者在目的语国家学习目的语。

该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。

该目的语在本国不是作为整个社团的交际工具。

“自然的第二语言习得”是指以交际的方式获得第二语言，而且语言习得通常是在自然的社会环境下发生的。

“有指导的第二语言习得”是以教学指导的方式获得第二语言，语言习得通常是在课堂教学环境中发生的。

“语言能力”美国语言学家乔姆斯基首先提出了“语言能力”的概念。

其含义是，人类先天具有的、受遗传因素决定的掌握语言规则的能力。

这里所说的语言能力是指人们掌握语言知识的能力。

“语言表达”——在实际生活中运用语言进行社会交往的能力。

美国社会语言学家海姆斯第一次提出交际能力的概念，它包括四个方面的内容：语法性、可行性、得体性、现实性。

第三节第二语言习得发端发展简要回顾1.第二语言习得研究作为一门独立的学科是以1967年S.P.Corder（科德）发表的颇具影响的论文《学习者偏误的意义》以及1972年Selinker（塞林格）的《中介语》为标志。

2.第二语言习得研究发展历程：第一阶段：20世纪50—60年代对比分析第二阶段：70年代“中介语”理论第二语言习得顺序“监控模式”文化适应模式第三阶段：80年代中期至今受多学科影响第二章第一节对比分析1.对比分析，是通过对第二语言学习者母语与目的语在语音、词汇、语法等方面的系统对比，找出两者之间的异同，从而预测第二语言学习者可能遇到的语言困难和可能产生的语言错误，进而采取一定的教学手段，以达到教学中避免或减少第二语言学习者的错误的目的。

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第二语言习得研究 考试资料【试题.知识点】

《第二语言习得理论》复习题库 附参考答案.doc

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第二语言习得研究考试资料【试题.知识点】

《第二语言习得理论》复习题库附参考答案.doc