二语习得 对比概念汇总

对比概念

1.

Audiolingual approach

: audioligual teaching is based on the behaviourist theory

of learning and on structural linguistics. This instructional approach emphasizes the

formation of habits through the practice, memorization, and repetition of grammatical

structures in isolation from each other and from contexts of meaningful use.

Communicative

language

teaching:

(CLT)

CLT

is

based

on

the

premise

that

successful

language

learning

involves

not

only

a

knowledge

of

the

structures

and

forms

of

a

language,

but

also

the

functions

and

purposes

that

a

language

serves

in

different

communicative

settings.

This

approach

on

teaching

emphasizes

the

communication of meaning over the practice and manipulation of grammar forms.

2.

Behaviourism

:

a

psychological

theory

that

all

learning,

whether

verbal

or

non- verbal, takes place through the establishment of habits.

Connectionism:

A theory which views language as a complex system of units which

become interconnected in the mind as they are encountered together. The more often

units are heard or seen together, the more likely it is that the presence of one will lead

to the activation of the other.

Innatism:

A

theory

that

human

beings

are

born

with

some

basic

knowledge

about

languages

in

general

that

makes

it

possible

to

learn

the

specific

language

of

the

environment.

Interactionism:

A theory that language is based on learners’ innate abilities and on

opportunities to engage in conversations, often those in which other speakers modify

their speech to match the learners’ communicatio

n requirements.

3.

Competence

: Chomsky used this item to refer to knowledge of language. It refers

to the knowledge which underlies our ability to use language.

Performance:

The

language

that

we

actually

use

in

listening,

speaking,

reading,

writing.

Performance

is

subject

to

variations

due

to

inattention

on

fatigue

whereas

competence, at least for the mature native speaker, is more stable.

4.

Comprehension- based instruction:

A general term to describe a variety of second

对比概念

language programs in which the focus of instruction is on comprehension rather than

production (for example, Total Physical Response).

Content-based

instruction:

Second

language

programs

in

which

lessons

are

organized

around

topics,

themes,

and/or

subject

matter

rather

than

language

points

(for example, French immersion programs).

Form-focused

instruction:

Instruction

which

draws

attention

to

the

forms

and

structures of the language within the context of communicative interaction. This may

be

done

by

giving

metalinguistic

information,

simply

highlighting

the

form

in

question, or by providing corrective feedback.

Meaning-based

instruction:

communicative

language

teaching

(CLT):

CLT

is

based on the premise that successful language learning involves not only a knowledge

of the structures and forms of a language, but also the functions and purposes that a

language

serves

in

different

communicative

settings.

This

approach

to

teaching

emphasizes

the

communication

of

meaning

over

the

practice

and

manipulation

of

grammatical forms.

Task- based

instruction:

Instruction

in

which

classroom

activities

are

‘tasks’

similar

to

those

which

learners

might

engage

in

outside

the

second

or

foreign

language classroom. Tasks may be complex, for example, creating a school newspaper,

or more limited, for example, making a phone call to reserve a train ticket.

5.

Cross-sectional study:

A research method in which subjects at different ages and

stages of development are studied. Inferences about sequences which would apply to

the

development

of

individual

learners

are

sometimes

drawn

from

cross-sectional

studies. This contrasts with longitudinal studies.

Longitudinal studies:

A study in which the same learners are studied over a period

of time. This contrasts with a cross-sectional study.

6. Descriptive study:

Research which does not involve any manipulation, change, or

intervention

in

the

phenomenon

being

studied.

This

researcher’s

goal

is

to

observe

and record what is happening. This contrasts with experimental study.