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淘宝店铺：Anna考研学姐qq：870213564指定店铺购买获得更多考研信息！Anna考研精简二语习得内容1.whatisSLA?Atermthatrefersbothtothestudyofindividualandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.ItincludesinformalL2learningthattakesplaceinnaturalisticcontext,andformalL2learningthattakesplaceinclassrooms.2.Secondlanguage:Itisanylanguagelearnedafterthefirstlanguageormothertongue,eventhoughitmaybethethird,fourth,ortenthtobeacquired.Itisalsocalledatargetlanguage.Initsspecificsense,ittypicallyreferstoanadditionallanguagewhichislearnedwithinacontextwhereitissocietallydominantandneedforeducation,employmentandotherbasicpurpose.Itisoftenacquiredbyminoritygroupmembersorimmigrantswhospeakanotherlanguagenatively.Inthismorerestrictedsensetermiscontrastedwithothertermsinthislist.3.Foreignlanguage:Itisonenotwidelyusedinthelearner'simmediatesocialcontextwhichmightbeusedforfuturetravelorothercross-culturecommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool.butwithnoimmediatepracticalapplication.4.CriticalPeriodHypothesis（这个理论教学法上也有我再补充一下）：TheclaimthatchildrenhaveonlyalimitednumberofyearsduringwhichtheycanacquiretheirL1flawlessly;Iftheysufferedbraindamagetothelanguageareas,brainplasticityinchildhoodwouldallowotherareasofthebraintotakeoverthelanguagefunctionsofthedamageareas,butbeyondacertainage,normallanguagedevelopmentwouldnotbepossible.ThisconceptiscommonlyextendedtoSLAaswell,intheclaimthatonlychildrenareabilitytoachievenativeornear-nativeproficiencyinL2.5.Interlanguage(learnerlanguage):referstotheimmediatestatesorinterimgrammarsofalearner'slanguageasitmovestowardsthetargetL2.6.(1)Positivetransfer:WhenaL1structureorruleisusedinanL2utteranceandthatuseisappropriteorcorrectintheL2．淘宝店铺：Anna考研学姐qq：870213564指定店铺购买获得更多考研信息！(2)Negativetransfer：WhenanL1structureorruleisusedinanL2utteranceandthatuseisinappropriateandconsideredanerror.7.Fossilization:AstablestateinSLAwherelearnersceasetheirinterlanguagedevelopmentbeforetheyreachtargetnormsdespitecontinuingL2inputandpassageoftime.8.ContrastiveAnalysis(CA):(1)AlinguisticapproachtoSLAthatinvolvespredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminelinguisticsimilaritiesanddifferences.(2)Itwasheavilyinfluencedbytwotheories,structuralismandbehaviorism.ThegoalofCAwastoincreaseefficiencyinL2teachingandtesting.(3)ThefocusofCAisonthesurfaceformsofbothL1andL2systems,andondescribingandcomparingthelanguageonelevelatatime-generallycontrastingthephonologyofL1andL2first,thenmorphology,thensyntax,withthelexicalreceivingrelativelylittleattention,anddiscoursestillless.(4)TheprocessofCAinvolvesdescribingL1andL2ateachlevel,analyzingroughlycomparablesegmentofthelanguageforelementswhicharelikelytocauseproblemsforlearners.Thisinformationprovidesarationaleforconstructinglanguagelessonsthatfocusonstructurewhicharepredictedtomostneedattentionandpractice,andforsequencingtheL2structuresinorderofdifficulty.9.ErrorAnalysis(EA):(1)EAisthefirstapproachtothestudyofSLAwhichincludesaninternalfocusonlearnererrorsinL2,ratherthanonidealizedlinguisticstructuresattributedtonativespeakersofL1andL2.(2)Identificationoferrors.ThisfirststepintheanalysisrequiresdeterminationofelementsinthesampleoflearnerlanguagewhichdeviatefromthetargetL2insomeway.(3)Descriptionoferrors.Forpurposesofanalysis,errorsareusuallyclassifiedaccordingtolanguagelevel,generallinguisticcategory,ormorespecificlinguisticelements.淘宝店铺：Anna考研学姐qq：870213564指定店铺购买获得更多考研信息！(4)Explanationoferrors.AccordingforwayanerrorwasmadeisthemostimportantstepintryingtounderstandtheprocessedofSLA.TwoofthemostlikelycausesofL2errorsareinterlingualfactorsandintralingualfactors.(5)Evaluationoferrors.Thisstepinvolvesanalysisofwhateffecttheerrorhasonwhoeverisbeingaddressed.10.ThereasonswhyEAreplacedCA(1)PredictionsmadebyCAdidnotalwaysmaterializeinactuallearnererrors.Moreimportantly,perhapsmanyreallearnererrorscouldnotbeattributedtotransferfromL1toL2.(2)Aslinguistictheorychanged,theexclusivefocusonsurface-levelformsandpatternsbystructurallinguistsshiftedtoconcernforunderstandingrules.(3)Thebehavioristassumptionthathabitformationaccountsforlanguageacquisitionwasseriouslyquestionedbymanylinguistsandpsychologists.Therewasashifttomentalisminexplanationsoflanguageacquisition,withemphasisontheinnercapacityofthelanguagelearnerratherthanonexternalinfluences.(4)ThestudyofSLAwasnolongermotivatedasstronglybyteachingconcernsasithadbeenforCA.L2learningcametobethoughtofasindependentofL2teachingtosomeextent,andresearchersbegantoseparateissuesinSLAfrompedagogicalconcerns.Learningprocessesbecamanimportantfocusforstudyintheirownright.11.Monitormodel(监控模式)里5个假说。这个和流派上重合，我就不再打了，就是流派第十个方法右边那一页里边的5个。12.FunctionalapproachTheydifferfromstructuralistandgenerativemodelsbyemphasizingtheinformationcontentofutterancesandinconsideringlanguageprimarilyasasystemcommunicationratherthanasasetofrules.FunctionalTypology(功能类型学)Afunctionalapproachthatinvolvesclassificationoflanguagesandtheirfeaturesintocategories,withamajorgoalbeingtodescribepa