(完整word版)第二语言习得概论-考研复习

★1.SLA(Secondlanguageacquisition)istheprocessbywhichalanguageotherthanthemothertongueislearntinanaturalsettingorinaclassroom.★2.Acquisitionvs.Learning(Krashen1982)AcquisitionLearningimplicit,subconsciousexplicit,consciousinformalsituationsformalsituationsusesgrammatical'feel'usesgrammaticalrulesdependsonattitudedependsonaptitudestableorderofacquisitionsimpletocomplexorderoflearningAcquisitionreferstothelearningofalanguageunconsciouslyundernaturalsettingswherelearnerspayattentiononlytothemeaningsorcontentsratherthanformsorgrammars.Learningreferstothelearningofalanguageconsciouslyundereducationalsettingswherelearnersmainlypayattentiontoformsorgrammars.3.FactorsaffectingSLASocialfactors(externalfactors)Learnerfactors(internalfactors)Socialfactors(externalfactors)SocialcontextLanguagepolicyandtheattitudeofthepublicsector;SocialdemandWiththetrendofglobalizationoftheworldeconomy,itiswidelyacceptedamongeducatorsandnationalleadersthatproficiencyinanotherlanguageisanindispensablequalityofeducatedpeopleLearnerfactors(internalfactors)Motivation，Age，Learningstrategy4.BehavioristlearningtheoryBehavioristlearningtheoryisageneraltheoryoflearning(i.e.itappliestoallkindsoflearning,notjustlanguagelearning).Itviewslearningastheformationofhabits.Theassociationofaparticularresponsewithaparticularstimulusconstitutedahabit.Itisformedwhenaparticularstimulusbecameregularlylinkedwithaparticularresponse.WhenappliedtoSLA,theprocessofsecondlanguageacquisitionisregardedasaprocessofhabitformation.5.ThecausesoferrorsaccordingtobehaviorismDifferencesbetweenthefirstandsecondlanguagecreatelearningdifficultywhichresultsinerrors.Behavioristlearningtheorypredictsthattransferwilltakeplacefromthefirsttothesecondlanguage.Transferwillbenegativewhenthereisproactiveinhibition.Inthiscaseerrorswillresult.Errors,accordingtobehavioristtheory,weretheresultofnon-learning,ratherthanwronglearning.ThemeansusedtopredictpotentialerrorsbybehavioristsisContrastiveAnalysis.6.StructuralismLanguagewasviewedasacodedsystemconsistingofstructurallyrelatedelements(phonemes,morphemes,words,structuresandsentencepatterns)7.Whatiscontrastiveanalysis(CA)?Contrastiveanalysisisaninductiveinvestigativeapproachbasedonthedistinctiveelementsinalanguage.Itinvolvesthecomparisonoftwoormorelanguagesorsubsystemsoflanguagesinordertodetermineboththedifferencesandsimilaritiesbetweenthem.Itcouldalsobedonewithinonelanguage.Contrastiveanalysiscanbeboththeoreticalandappliedaccordingtovariedpurposes.8.ContrastiveAnalysisHypothesis(CAH)ContrastiveanalysisisawayofcomparinglanguagesinordertodeterminepotentialerrorsfortheultimatepurposeofisolatingwhatneedstobelearnedandwhatdoesnotneedtobelearnedinanL2situation.AccordingtoCAH,L2errorsareresultofdifferencesbetweenthelearner’sfirstlanguageandthetargetlanguage.Thestrongformofthehypothesisclaimsthatthesedifferencescanbeusedtopredictallerrorsthatwilloccur.Theweakformofthehypothesisclaimsthatthesedifferencescanbeusedtoidentifysomeoutofthetotalerrorsthatactuallyarise.9.differencevsdifficulty“Difference”isalinguisticconcept,whereas“difficulty”isapsychologicalconcept.Therefore,theleveloflearningdifficultycannotbeinferreddirectlyfromthedegreeofdifferencebetweentwolanguagesystems.10.DefinitionofErroranalysis(EA)thestudyandanalysisoftheerrorsmadebysecondandforeignlanguagelearners(LongmanDictionaryofAppliedLinguistics,p.96).Itinvolvescollectingsamplesoflearnerlanguage,identifyingtheerrorsinthesesamples,describingtheseerrors,classifyingthemaccordingtotheirhypothesizedcauses,andevaluatingtheirsseriousness.11.Interlingualerror:deviatedformsresultingfromtheinterferenceofone’sL1,orthenegativetransferofone’smothertongue.Intralingualerror:①deviatedformsinlearnerlanguagethatreflectlearners’transitionalcompetenceandwhicharetheresultsofsuchlearningprocessasovergeneralization.②confusionofL2rules12.Factorscausingerrors1.Languagetransfer2.Overgeneralization3.Learnerdifferences3.StrategiesinL2learning5.StrategiesofL2communicatione.g.Thetwostudentschangedeyesandeyebrowsinclass.13.TypesoflearnerstrategyLearningstrategy,Productionstrategy表达策略Communicationstrategy:Communicationstrategiesareemployedwhenlearnersarefacedwiththetaskofcommunicatingmeaningsforwhichtheylacktherequisitelinguisticknowledge.Typicalcommunicationstrategiesareparaphraseandmime.14.Classificationsoflearningstrategy(Cohen2006)(2)Byfunction:Metacognitive;Cognitive;Socio-affective(3)Byskill:listening,speaking,reading,writing,vocabulary,ortranslationstrategies.15.Meta-cognitivestrategiesMeta-cognitivestrategyistheplanningforlearning,thinkingaboutthelearningprocess,monitoringofone’sproductionorcomprehension,andevaluatinglearningafteranactivityiscompleted.16.CognitivestrategiesCognitivestrategiesrefertothestepsoroperationsusedinlearningorproblem-solvingthatrequiredirectanalysis,transformation,orsynthesisoflearningmaterial.Repetition,Resourcing,Directedphysicalresponse,Translation,Grouping,Note-taking,DeductionRecombination,Imagery,Auditoryrepresentation,Keyword,Contextualization,Elaboration,Transfer,Inferencing17.Ind