二语习得复习汇总

共3页，第1页AGeneralReviewⅠ.Short&Longanswers1.whatisthedifferencebetweenmonolingualandmultilingualcommunicativecompetence?Differencesebetweenmonolingualandmultilingualcommunicativecompetencearedueinparttothedifferentsocialfunctionsoffirstandsecondlanguagelearning,andtothedifferencesbetweenlearninglanguageandlearningculture.Thedifferencesofthecompetencebetweennativespeakersandnonativespeakersincludestructuraldifferencesinthelinguisitcsystem,differentrulesforusageinwritingorconversation,andevensomewhatdivergentmeaningsforthe“same”lexicalforms.Further,amultilingualspeaker’stotalcommunicativecompetencediffersfromthatofamonolingualinincludingknowledgeofrulesfortheappropriatechoiceoflanguageandforswitchingbetweenlanguages,givenaparticularsocialcontextandcommunicativepurpose.2.whatarethemicrosocialfactorsthataffectSLA?a)L2variationb)inputandinteractionc)interactionasthegenesisoflanguage3.Whatisthedifferencebetweenlinguisticcompetence&communicativecompetence(CC)?Linguisticcompetence-Itwasdefinedin1965byChomskyasaspeaker'sunderlyingabilitytoproducegrammaticallycorrectexpressions.Linguisticcompetencereferstoknowledgeoflanguage.Theoreticallinguisticsprimarilystudieslinguisticcompetence:knowledgeofalanguagepossessedby“anidealspeak-listener”.Communicativecompetence-Itisaterminlinguisticswhichrefersto“whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”,suchasalanguageuser'sgrammaticalknowledgeofsyntax,morphology,phonologyandthelike,aswellassocialknowledgeabouthowandwhentouseutterancesappropriately.4.WhyisCCinL1differentfromL2?L1learningforchildrenisanintegralpartoftheirsociolizationintotheirnativelanguagecommunity.L2learningmaybepartofsecondculturelearningandadaptation,buttherelationshipofSLAtosocialandculturallearningdiffersgreatlywithcircumstances.5.WhatisAccommodationTheory?HowdoesthisexplainL2variation?Accommodationtheory:Speakers(usuallyunconsciously)changetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.ThisaccountsinpartforwhynativespeakerstendtosimplytheirlanguagewhentheyaretalkingtoaL2learnerwhoisnotfluent,andwhyL2learnersmayacquiresomewhatdifferentvarietiesofthetargetlanguagewhentheyhavedifferentfriends.6.Discusstheimportanceofinput&interactionforL2learning.Howcouldthisaffectthefeedbackprovidedtostudents?.a)Fromtheperspectiveoflinguisticapproaches:(1)behaviorist:theyconsiderinputtoformthenecessarystimuliandfeedbackwhichlearnersrespondtoandimitate;(2)UniversalGrammar:theyconsiderexposuretoinputanecessarytriggerforactivatinginternalmechanisms;(3)MonitorModel:considercomprehensibleinputnotonlynecessarybutsufficientinitselftoaccountforSLA;b)Fromtheperspectiveofpsychologicalapproaches:(1)IPframework:considerinputwhichisattendedtoasessentialdataforallstagesoflanguageprocessing;(2)connectionistframework:considerthequantityorfrequencyofinputstructurestolargelydetermineacquisitionalsequencing;共3页，第2页c)Fromtheperspectiveofsocialapproaches:interactionisgenerallyseenasessentialinprovidinglearnerswiththequantityandqualityofexternallinguisticinputwhichisrequiredforinternalprocessing.ⅱ.OthertypesofinteractionwhichcanenhanceSLAincludefeedbackfromNSswhichmakesNNsawarethattheirusageisnotacceptableinsomeway,andwhichprovidesamodelfor“correctness”.WhilechildrenrarelyreceivesuchnegativeevidenceinL1,anddon’trequireittoachievefullnativecompetence,correctivefeedbackiscommoninL2andmayindeedbenecessaryformostlearnerstoultimatelyreachnative-likelevelsofproficiencywhenthatisthedesiredgoal.7.ExplainZPD.HowwouldscaffoldingputastudentinZPD?ZoneofProximalDevelopment,thisisanareaofpotentialdevelopment,wherethelearnercanachievethatpotentialonlywithassistance.Mentalfunctionsthatarebeyondanindividual'scurrentlevelmustbeperformedincollaborationwithotherpeoplebeforetheyareachievedindependently.OnewayinwhichothershelpthelearnerinlanguagedevelopmentwithintheZPDisthroughscaffolding.Scaffoldingreferstoverbalguidancewhichanexpertprovidestohelpalearnerperformanyspecifictask,ortheverbalcollaborationofpeerstoperformataskwhichwouldbetoodifficultforanyoneofthemindividually.Itisnotsomethingthathappenstolearnersasapassiverecipient,buthappenswithalearnerasanactiveparticipant.8.ExplainwhysomelearnersaremoresuccessfulthanothersfromtheperspectiveofS-Ctheory?TheS-Cframeworksupportstheviewthatsomelearnersmaybemoresuccessfulthanothersbecauseoftheirlevelofaccesstoorparticipationinalearningcommunity,orbecauseoftheamountofmediationtheyreceivefromexpertsorpeers,andbecauseofhowwelltheymakeuseofthathelp.9.WhatarethemacrosocialfactorsthatinfluenceSLA?(1)GlobalandnationalstatusofL1andL2(2)Boundariesandidentities(3)Institutionalforcesandconstraints(4)Socialcategories(5)Circumstancesoflearning10.Whataretheadvantagesofyounglearnersandoldlearnersrespectively?YoungL2learnersaremorelikelytoacquirethelanguageinanaturalisticsetting;theyaremorelikelytousetheL2inhighlycontextualizedface-to-facesituation.OlderlearnerssucceedinSLAtothelevelofbeingableto“pass”foranativespeakerwhensocialmotivationisstron