二语习得引论 读书笔记 chapter 1-2

一．概论Chapter1.IntroducingSLA1.Secondlanguageacquisition(SLA)2.Secondlanguage(L2)（也可能是第三四五外语）alsocommonlycalledatargetlanguage(TL)Refersto:anylanguagethatistheaimorgoaloflearning.ScopesTakesplaceinExamplesInformalL2learningNaturalisticcontexts“pickup”InteractingFormalL2learningClassesorcoursesClassesL2learningthatinvolvesamixtureofformalandinformallearningNaturalisticcontextscombinedwithClassesorcoursesInteractingandlearninginclassesatthesametime3.Basicquestions:1).WhatexactlydoestheL2learnercometoknow?2).Howdoesthelearneracquirethisknowledge?3).Whyaresomelearnersmoresuccessfulthanothers?DifferentanswersfromdifferentfieldsFieldsEmphasizeLinguistsCharacteristicsofthedifferencesandsimilaritiesinthelanguagesthatarebeinglearned;Thelinguisticcompetence(underlyingknowledge)andlinguisticperformance(actualproduction).PsychologistsandpsycholinguistsThementalorcognitiveprocessesinvolvedinacquisition;Therepresentationoflanguagesinthebrain.SociolinguistsVariabilityinlearnerlinguisticperformance;Communicativecompetence(pragmaticcompetence).SocialpsychologistsGroup-relatedphenomena;Theinteractionalandlargersocialcontextsoflearning.AppliedlinguistsaboutSLAAnyoneormoreperspectivesabove;Theoryandresearchforteaching.4.3mainperspectives:linguistic;psychological;social.Onlyone(x)Combine(√)Referstothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren.theprocessoflearningalanguagesubsequenttolearningtheirfirstoneasyoungchild.Chapter2.FoundationsofSLAⅠ.Theworldofsecondlanguages1.Multi-;bi-;mono-lingualism1)Multilingualism:theabilitytouse2ormorelanguages.(bilingualism:2languages;multilingualism:2)2)Monolingualism:theabilitytouseonlyonelanguage.3)Multilingualcompetence(VivianCook,Multicompetence)Refersto:thecompoundstateofamindwith2ormoregrammars.4)Monolingualcompetence(VivianCook,Monocompetence)Refersto:knowledgeofonlyonelanguage.2.Peoplewithmulticompetence(auniquecombination)≠2monolingualsWorlddemographicshows:3.Acquisition4.ThenumberofL1andL2speakersofdifferentlanguagescanonlybeestimated.1)Linguisticinformationisoftennotofficiallycollected.2)Answerstoquestionsseekinglinguisticinformationmaynotbereliable.3)Alackofagreementondefinitionoftermsandoncriteriaforidentification.Ⅱ.Thenatureoflanguagelearning1.L1acquisition1).L1acquisitionwascompletedbeforeyoucametoschoolandthedevelopmentnormallytakesplacewithoutanyconsciouseffort.2).Complexgrammaticalpatternscontinuetodevelopthroughtheschoolyears.SLAphenomenaareimportantforsocialandpracticalreasonsacademicreasonsmultilingualcompetencegrowupinamultilingualenvironmentacquireinthenaturalcourseofusing2ormorelanguagesfromchildhoodwiththepeoplearoundthemtendtoreagarditasperfectlynormaltodosoSLAataolderagetakeconsiderableeffortmotibationL1acquisitioncanbeattributedtoinnateabilitylanguage-specificlearningTimeChildrenwill6months(infant)Produceallofthevowelsoundsandmostoftheconsonantsoundsofanylanguageintheworld.Learntodiscriminatetheamongthesoundsthatmakeadifferentinthemeaningofwords(thephonemes)3yearsoldMasteranawarenessofbasicdiscoursepatterns3yearsoldMastermostofthedistinctivesoundsofL15or6yearsoldControlmostofthebasicL1grammaticalpatterns2.Theroleofnaturalability1)Refersto:Humansarebornwithaninnatecapacitytolearnlanguage.2)Reasons:ChildrenbegantolearnL1atthesameageandinmuchthesameway.…masterthebasicphonologicalandgrammaticaloperationsinL1at5/6.…canunderstandandcreatenovelutterances;andarenotlimitedtorepeatingwhattheyhaveheard;theutterancestheyproduceareoftensystematicallydifferentfromthoseoftheadultsaroundthem.Thereisacut-offageforL1acquisition.L1acquisitionisnotsimplyafacetofgeneralintelligence.3)Thenaturalability,intermsofinnatecapacity,isthatpartoflanguagestructureisgenetically“given”toeveryhumanchild.3.Theroleofsocialexperience1)Anecessaryconditionforacquisition:appropriatesocialexperience(includingL1inputandinteraction)is2)IntentionalL1teachingtochildrenisnotnecessaryandmayhavelittleeffect.3)SourcesofL1inputandinteractionvaryforculturalandsocialfactors.4)ChildrengetadequateL1inputandinteraction→sourceshaslittleeffectontherateandsequenceofphonologicalandgrammaticaldevelopment.Theregionalandsocialvarieties(sources)oftheinput→pronunciationⅢ.L1vs.L2learning1.L1andL2development:StatesL1L2InitialstateInnatecapacityInnatecapacity?;L1knowledge;Worldknowledge;InteractionskillsIntermediatestatesBasicprocessesChildgrammarMaturationLearnerlanguage(interlanguage-IL)TransferNecessaryconditionsInputreciprocalinteractionInputFacilitatingconditionsFeedback;aptitude;motivation;instruction…FinalstateNativecompetenceMultilingualcompetence2.UnderstandingthestatesⅣ.Thelogicalproblemoflanguagelearning1.NoamChomsky:1)innatelinguisticknowledgemustunderlielanguageacquisition2)UniversalGrammar2.ThetheoryofUniversalGrammar:Reasons:1)Children’sknowledgeoflanguagewhatcouldbelearnedfromtheinput.initialstatetheunderlyingknowledgeatthebeginninglanguagestructuresprinciplesintermediatestateprocessL1childgrammaraspontaneousandlargelyunconsciousprocesscorrelatedwithc