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1、如有侵权，请联系网站删除，仅供学习与交流SLA_二语习得重要问题总结【精品文档】第 55 页SLA 期末考试提纲Week 9Chapter 1 Introducing Second Language Acquisition Chapter 2 Foundations of Second Language AcquisitionPART ONE: Definition:1. Second Language Acquisition (SLA): a term that refers both to the study of individuals and groups who are learni
2、ng a language subsequent to learning their first one as young children, and to the process of learning that language.2. Formal L2 learning: instructed learning that takes place in classrooms.3. Informal L2 learning: SLA that takes place in naturalistic contexts.4. First language/native language/moth
3、er tongue (L1): A language that is acquired naturally in early childhood, usually because it is the primary language of a childs family. A child who grows up in a multilingual setting may have more than one “first” language.5. Second language (L2): In its general sense, this term refers to any langu
4、age that is acquired after the first language has been established. In its specific sense, this term typically refers to an additional language which is learned within a context where it is societally dominant and needed for education, employment, and other basic purposes. The more specific sense co
5、ntrasts with foreign language, library language, auxiliary (帮助的，辅助的) language, and language for specific purposes.6. Target language: The language that is the aim or goal of learning.7. Foreign language: A second language that is not widely used in the learners immediate social context, but rather o
6、ne that might be used for future travel or other cross-cultural communication situations, or one that might be studied as a curricular requirement or elective in school with no immediate or necessary practical application.8. Library language: A second language that functions as a tool for further le
7、arning, especially when books and journals in a desired field of study are not commonly published in the learners L1.9. Auxiliary language: A second language that learners need to know for some official functions in their immediate sociopolitical setting. Or that they will need for purposes of wider
8、 communication, although their first language serves most other needs in their lives.10. Linguistic competence: The underlying knowledge that speakers/hearers have of a language. Chomsky distinguishes this from linguistic performance.11. Linguistic performance: The use of language knowledge in actua
9、l production.12. Communicative competence: A basic tenet (原则、信条、教条) of sociolinguistics defined as “what a speaker needs to know to communicate appropriately within a particular language community” (Saville-Troike 2003)13. Pragmatic competence: Knowledge that people must have in order to interpret a
10、nd convey meaning within communicative situations.14. Multilingualism: The ability to use more than one language.15. Monolingualism: The ability to use only one language.16. Simultaneous multilingualism: Ability to use more than one language that were acquired during early childhood.17. Sequential m
11、ultilingualism: Ability to use one or more languages that were learned after L1 had already been established.18. Innate capacity: A natural ability, usually referring to childrens natural ability to learn or acquire language.19. Child grammar: Grammar of children at different maturational levels tha
12、t is systematic in terms of production and comprehension.20. Initial state: The starting point for language acquisition; it is thought to include the underlying knowledge about language structures and principles that are in learners heads at the very start of L1 or L2 acquisition.21. Intermediate st
13、ate: It includes the maturational changes which take place in “child grammar”, and the L2 developmental sequence which is known as learner language.22. Final state: The outcome of L1 and L2 leaning, also known as the stable state of adult grammar.23. Positive transfer: Appropriate incorporation of a
14、n L1 structure or rule in L2 structure.24. Negative transfer: Inappropriate influence of an L1 structure or rule on L2 use. Also called interference.25. Poverty-of-the-stimulus: The argument that because language input to children is impoverished and they still acquire L1, there must be an innate ca
15、pacity for L1 acquisition.26. Structuralism: The dominant linguistic model of the 1950s, which emphasized the description of different levels of production in speech.27. Phonology: The sound systems of different languages and the study of such systems generally.28. Syntax: The linguistic system of g
16、rammatical relationships of words within sentences, such as ordering and agreement.29. Semantics: The linguistic study of meaning.30. Lexicon: The component of language that is concerned with words and their meanings.31. Behaviorism: The most influential cognitive framework applied to language learn
17、ing in the 1950s. It claims that learning is the result of habit formation.32. Audiolingual method: An approach to language teaching that emphasizes repetition and habit formation. This approach was widely practiced in much of the world until at least the 1980s.33. Transformational-Generative Gramma
18、r: The first linguistic framework with an internal focus, which revolutionized linguistic theory and had profound effect on both the study of first and second languages. Chomsky argued effectively that the behaviorist theory of language acquisition is wrong because it cannot explain the creative asp
19、ects of linguistic ability. Instead, humans must have some innate capacity for language.34. Principles and Parameters (model): The internally focused linguistic framework that followed Chomskys Transformational-Generative Grammar. It revised specifications of what constitutes innate capacity to incl
20、ude more abstract notions of general principles and constraints common to human language as part of a Universal Grammar.35. Minimalist program: The internally focused linguistic framework that followed Chomskys Principles and Parameters model. This framework adds distinctions between lexical and fun
21、ctional category development, as well as more emphasis on the acquisition of feature specification as a part of lexical knowledge.36. Functionalism: A linguistic framework with an external focus that dates back to the early twentieth century and has its roots in the Prague School (布拉格学派) of Eastern
22、Europe. It emphasizes the information content of utterances and considers language primarily as a system of communication. Functionalist approaches have largely dominated European study of SLA and are widely followed elsewhere in the world.37. Neurolinguistics: The study of the location and represen
23、tation of language in the brain, of interest to biologists and psychologists since the nineteenth century and one of the first fields to influence cognitive perspectives on SLA when systematic study began in 1960s.38. Critical period: The limited number of years during which normal L1 acquisition is
24、 possible.39. Critical Period Hypothesis: The claim that children have only a limited number of years during which they can acquire their L1 flawlessly; if they suffered brain damage to the language areas, brain plasticity in childhood would allow other areas of the brain to take over the language f
25、unctions of the damaged areas, but beyond a certain age, normal language development would not be possible. This concept is commonly extended to SLA as well, in the claim that only children are likely to achieve native or near-native proficiency in L2.40. Information processing (IP): A cognitive fra
26、mework which assumes that SLA (like learning of other complex domains) proceeds from controlled to automatic processing and involves progressive reorganization of knowledge.41. Connectionism: A cognitive framework for explaining learning processes, beginning in the 1980s and becoming increasingly in
27、fluential. It assumes that SLA results from increasing strength of associations between stimuli and responses.42. Variation theory: A microsocial framework applied to SLA that explores systematic differences in learner production which depend on contexts of use.43. Accommodation theory: A framework
28、for study of SLA that is based on the notion that speakers usually unconsciously change their pronunciation and even the grammatical complexity of sentences they use to sound more like whomever they are talking to.44. Sociocultural theory (SCT): An approach established by Vygotsky which claims that
29、interaction not only facilitates language learning but is a causative force in acquisition. Further, all of learning is seen as essentially a social process which is grounded in sociocultural settings.45. Ethnography(人种论、民族志) of communication: A framework for analysis of language and its functions t
30、hat was established by Hymes(1966). It relates language use to broader social and cultural contexts, and applies ethnographic methods of data collection and interpretation to study of language acquisition and use.46. Acculturation(文化适应): Learning the culture of the L2 community and adapting to those
31、 values and behavior patterns.47. Acculturation Model/Theory: Schumanns (1978) theory that identifies group factors such as identity and status which determine social and psychological distance between learner and target language populations. He claims these influence outcomes of SLA.48. Social psyc
32、hology: A societal approach in research and theory that allows exploration of issues such as how identity, status, and values influence L2 outcomes and why. It has disciplinary ties to both psychological and social perspectives.PART TWO: Short & Long answers:Chapter 11. What are the similarities and
33、 differences between linguists, psycholinguist, sociolinguists and social psycholinguists? P3（1）Linguists emphasize the characteristics of the differences and similarities in the languages that are being learned, and the linguistic competence (underlying knowledge) and linguistic performance (actual
34、 production) of learners at various stages of acquisition.（2）Psychologists emphasize the mental or cognitive processes involved in acquisition, and the representation of languages in the brain.（3）Sociolinguists emphasize variability in learner linguistic performance, and extend the scope of study to
35、 communicative competence (underlying knowledge that additionally accounts for language use, or pragmatic competence).（4）Social psychologists emphasize group-related phenomena, such as identity and social motivation, and the interactional and larger social contexts of learning.2. What are the differ
36、ences between second language, foreign language, library language and auxiliary language? P4（1）A second language is typically an official or societally dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak
37、 another language natively. In this more restricted sense, the term is contrasted with other terms in this list.（2）A foreign language is one not widely used in the learners immediate social context which might be used for future travel or other cross-cultural communication situations, or studied as
38、a curricular requirement or elective in school, but with no immediate or necessary practical application. （3）A library language is one which functions primarily as a tool for future learning through reading, especially when books or journals in a desired field of study are not commonly published in
39、the learners native tongue.（4）An auxiliary language is one which learners need to know for some official functions in their immediate political setting, or will need for purposes of wider communication, although their first language serves most other needs in their lives. 3. Why are some learners mo
40、re (or less) successful than other? P5The intriguing question of why some L2 learners are more successful than others requires us to unpack the broad label “learners” for some dimensions of discussion. Linguistics may distinguish categories of learners defined by the identity and relationship of the
41、ir L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning, personality factors, types and strength of motivation, and different learning strategies; sociolinguists may distinguish among learners with regard to social, economic, and political differences and lea
42、rner experiences in negotiated interaction; and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself.Chapter21. List at least five possible motivations for learning a second language at an
43、 older age. P10The motivation may arise from a variety of conditions, including the following:l Invasion or conquest of ones country by speakers of another language;l A need or desire to contact speakers of other languages in economic or other specific domains;l Immigration to a country where use of
44、 a language other than ones L1 is required;l Adoption of religious beliefs and practices which involve use of another language;l A need or desire to pursue educational experiences where access requires proficiency in another language;l A desire for occupational or social advancement which is further
45、ed by knowledge of another language;l An interest in knowing more about peoples of other cultures and having access to their technologies or literatures.2. What are the two main factors that influence the language learning? P13（1）The role of natural ability: Humans are born with a natural ability or
46、 innate capacity to learn language.（2）The role of social experience: Not all of L1 acquisition can be attributed to innate ability, for language-specific learning also plays a crucial role. Even if the universal properties of language are preprogrammed in children, they must learn all of those featu
47、res which distinguish their L1 from all other possible human languages. Children will never acquire such language-specific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage. Ame
48、rican-born children of Korean or Greek ancestry will never learn the language of their grandparents if only English surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other English speakers do if they attempt to learn it as an adult. Appropriate so
49、cial experience, including L1 input and interaction, is thus a necessary condition for acquisition.3. What is the initial state of language development for L1 and L2 respectively? P17-18The initial state of L1 learning is composed solely of an innate capacity for language acquisition which may or may not continue to be available for L2, or may be available only in some limited ways. The ini