二语习得引论读书笔记chapter1-2

一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语）also commonly called a target language (TL) Scopes Takes place in ExamplesInformal L2 learning Naturalistic contexts “pick up”Interacting Formal L2 learning Classes or courses ClassesL2 learning that involves a mixture of formal and informal learning Naturalistic contextscombined with Classesor coursesInteracting and learning inclasses at the same time3.Basic questions:1). What exactly does the L2 learner come to know2). How does the learner acquire this knowledge3). Why are some learners more successful than othersFields EmphasizeLinguists Characteristics of the differences and similarities in thelanguages that are being learned;The linguistic competence (underlying knowledge) andlinguistic performance (actual production).Psychologists and psycholinguists The mental or cognitive processes involved in acquisition; The representation of languages in the brain.Sociolinguists Variability in learner linguistic performance;Communicative competence (pragmatic competence).Social psychologists Group-related phenomena;The interactional and larger social contexts of learning.Applied linguists about SLA Any one or more perspectives above; Theory and research for teaching.4.linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages. (bilingualism: 2languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠2 monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages can only be estimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information may not be reliable.3) A lack of agreement on definition of terms and on criteria for identification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the school years.Time Children will< 6 months (infant) Produce all of the vowel sounds and most of theconsonant sounds of any language in the world.Learn to discriminate the among the sounds that make adifferent in the meaning of words (the phonemes)< < 3 years old Master an awareness of basic discourse patterns< 3 years old Master most of the distinctive sounds of L1< 5 or 6 years old Control most of the basic L1 grammatical patterns2. The role of natural ability1) Refers to: Humans are born with an innate capacity to learn language.2) Reasons:Children began to learn L1 at the same age and in much the same way.…master the basic phonological and grammatical operations in L1 at 5/ 6.…can understand and create novel utterances; and are not limited torepeating what they have heard; the utterances they produce are oftensystematically different from those of the adults around them.There is a cut-off age for L1 acquisition.L1 acquisition is not simply a facet of general intelligence.3)The natural ability, in terms of innate capacity, is that part of languagestructure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate social experience (includingL1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may have little effect.3) Sources of L1 input and interaction vary for cultural and social factors.4) Children get adequate L1 input and interaction→sources has little effect onthe rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learningStates L1 L2Initial state Innate capacity Innate capacity; L1 knowledge;World knowledge; Interaction skillsIntermedia te states BasicprocessesChildgrammarMaturation Learnerlanguage(interlanguage-IL)TransferNecessaryconditionsInputreciprocalinteractionInputFacilitatingconditionsFeedback; aptitude;motivation;instruction…Final state Native competence Multilingual competence2.Understanding the statesⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie language acquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learned from the input.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained by language-specificinput.Children often say things that adults do not.Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.Patterns of children’s language development are not directly determined by the input they receive.≤1950s 1960s 1970s 1980s 1990sL Structuralism Transformational-GenerativeGrammar Functionalism Principles andParametersModelMinimalistProgramP Behaviroism NeurolinguisticsInformationProcessing HumanisticmodelsConnectionism processabilityS Socioculturaltheory Ethnography ofCommunicationVariation TheoryAcculturationTheoryAccommodationTheorySocialPsychologyPerspective Focus FrameworkLinguistic Internal Transformational-Generative Grammar;Principles and Parameters Model;Minimalist ProgramExternal FunctionalismPsychological Languagesand the BrianNeurolinguisticsLearning processes Informational Processing; Processability; ConnectionismIndividualdifferencesHumanistic ModelsSocial Microsocial Variation Theory;Accommodation Theory; Sociocultural Theory Macrosocial Ethnography of Communication;Acculturation Theory; Social Psychology。