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第二语言习得概论考研复习

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2021-02-09 18:11
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2021年2月9日发(作者:describe)



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


.



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


:



deviated


forms


in


learner


language


that


reflect


learners’ transitional competence and which are the results of such


learning process as overgeneralization.



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







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.




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.



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

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