第二语言习得概论 考研复习

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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

c

l

a

s

s

r

o

o

m

.

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2.

Acquisition vs. Learning (Krashen1982)

Acquisition

implicit, subconscious

informal situations

uses grammatical 'feel'

depends on attitude

Learning

explicit, conscious

formal situations

uses grammatical rules

depends on aptitude

stable order of acquisition

simple to complex order of

learning

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 SLA

Social factors (external factors)

Learner factors (internal factors)

Social factors (external factors)

Social context

Language policy and the attitude of the public sector;

Social demand

With 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 strategy

4.

Behaviorist learning theory

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 behaviorism

Differences

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. Structuralism

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 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.

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

:

①

deviated

forms

in

learner

language

that

reflect

learners’ transitional competence and which are the results of such

learning process as overgeneralization.

②

confusion of L2 rules

12.

Factors causing errors

1. Language transfer

2. Overgeneralization

3. Learner differences

3. Strategies in L2 learning

5. Strategies of L2 communication

e.g. The two students changed eyes and eyebrows in class.

13.

Types of learner strategy

Learning

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 strategies

Meta-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 strategies

Cognitive 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,

Inferencing

17.

Individual learner variables

Personal factors:

group dynamics; attitudes to the teacher and course materials;

learning techniques

General factors:

age; aptitude; cognitive style; motivation; personality

18.

Motivation

Integrative 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 + attitudes

Task

motivation:

the

interest

felt

by

the

learner

in

performing

different

learning tasks.

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19.

Definition

–

interlanguage

Interlanguage

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.

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20.

Definition of fossilization

Fossilization 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 fossilization

Temporary fossilization:

the phenomenon is alterable under certain

conditions.

Permanent fossilization