二语习得-对比概念汇总

对比概念1.Audiolingualapproach:audioligualteachingisbasedonthebehaviouristtheoryoflearningandonstructurallinguistics.Thisinstructionalapproachemphasizestheformationofhabitsthroughthepractice,memorization,andrepetitionofgrammaticalstructuresinisolationfromeachotherandfromcontextsofmeaningfuluse.Communicativelanguageteaching:(CLT)CLTisbasedonthepremisethatsuccessfullanguagelearninginvolvesnotonlyaknowledgeofthestructuresandformsofalanguage,butalsothefunctionsandpurposesthatalanguageservesindifferentcommunicativesettings.Thisapproachonteachingemphasizesthecommunicationofmeaningoverthepracticeandmanipulationofgrammarforms.2.Behaviourism:apsychologicaltheorythatalllearning,whetherverbalornon-verbal,takesplacethroughtheestablishmentofhabits.Connectionism:Atheorywhichviewslanguageasacomplexsystemofunitswhichbecomeinterconnectedinthemindastheyareencounteredtogether.Themoreoftenunitsareheardorseentogether,themorelikelyitisthatthepresenceofonewillleadtotheactivationoftheother.Innatism:Atheorythathumanbeingsarebornwithsomebasicknowledgeaboutlanguagesingeneralthatmakesitpossibletolearnthespecificlanguageoftheenvironment.Interactionism:Atheorythatlanguageisbasedonlearners’innateabilitiesandonopportunitiestoengageinconversations,oftenthoseinwhichotherspeakersmodifytheirspeechtomatchthelearners’communicationrequirements.3.Competence:Chomskyusedthisitemtorefertoknowledgeoflanguage.Itreferstotheknowledgewhichunderliesourabilitytouselanguage.Performance:Thelanguagethatweactuallyuseinlistening,speaking,reading,writing.Performanceissubjecttovariationsduetoinattentiononfatiguewhereascompetence,atleastforthematurenativespeaker,ismorestable.4.Comprehension-basedinstruction:Ageneraltermtodescribeavarietyofsecond对比概念languageprogramsinwhichthefocusofinstructionisoncomprehensionratherthanproduction(forexample,TotalPhysicalResponse).Content-basedinstruction:Secondlanguageprogramsinwhichlessonsareorganizedaroundtopics,themes,and/orsubjectmatterratherthanlanguagepoints(forexample,Frenchimmersionprograms).Form-focusedinstruction:Instructionwhichdrawsattentiontotheformsandstructuresofthelanguagewithinthecontextofcommunicativeinteraction.Thismaybedonebygivingmetalinguisticinformation,simplyhighlightingtheforminquestion,orbyprovidingcorrectivefeedback.Meaning-basedinstruction:communicativelanguageteaching(CLT):CLTisbasedonthepremisethatsuccessfullanguagelearninginvolvesnotonlyaknowledgeofthestructuresandformsofalanguage,butalsothefunctionsandpurposesthatalanguageservesindifferentcommunicativesettings.Thisapproachtoteachingemphasizesthecommunicationofmeaningoverthepracticeandmanipulationofgrammaticalforms.Task-basedinstruction:Instructioninwhichclassroomactivitiesare‘tasks’similartothosewhichlearnersmightengageinoutsidethesecondorforeignlanguageclassroom.Tasksmaybecomplex,forexample,creatingaschoolnewspaper,ormorelimited,forexample,makingaphonecalltoreserveatrainticket.5.Cross-sectionalstudy:Aresearchmethodinwhichsubjectsatdifferentagesandstagesofdevelopmentarestudied.Inferencesaboutsequenceswhichwouldapplytothedevelopmentofindividuallearnersaresometimesdrawnfromcross-sectionalstudies.Thiscontrastswithlongitudinalstudies.Longitudinalstudies:Astudyinwhichthesamelearnersarestudiedoveraperiodoftime.Thiscontrastswithacross-sectionalstudy.6.Descriptivestudy:Researchwhichdoesnotinvolveanymanipulation,change,orinterventioninthephenomenonbeingstudied.Thisresearcher’sgoalistoobserveandrecordwhatishappening.Thiscontrastswithexperimentalstudy.对比概念Experimentalstudy:Researchwhichisdesignedtostudytheroleorimpactofoneormoreveryspecificvariables.Astrictlyexperimentalstudywouldhave‘experimental’and‘control’groupswhichdifferfromeachotheronlyinthepresenceorabsenceofonevariable.Ineducationalresearch,itisoftendifficulttocreatealloftheconditionswhichpermitastudytobetermedasa‘genuine’experimentalstudy.Inthisbook,thetermisusedinanon-technicalsensetorefertoresearchinwhichanattempthasbeenmadetoinvestigateasinglevariableinaneducationalsetting.7.Developmentalfeatures:thoseaspectsofalanguagewhichdevelopinaparticularsequence,regardlessofinputvariationorinstructionalintervention.Variationalfeatures:variationfeatures(forexample,vocabulary,somegrammaticalmorphemes)canbelearnedatanypointinthelearner’sdevelopment.8.Displayquestion:Aquestiontowhichtheaskeralreadyknowstheanswer.Teacheroftenaskthesequestion(forexample,‘Whatcolourisyourshirt?’)notbecausetheyaregenuinelyinterestedintheanswer,butrather,togetthelearnertodisplayhisorherknowledgeofthelanguage.Genuinequestion:Incontrasttodisplayquestions,genuinequestionsareaskedwhenthereisafocusoninformation:theaskerdoesnotknowtheanswerinadvance(forexample,‘Whatdidyoudoattheweekend?’)9.Fieldindependentlearningstyle:learnersareveryquicktopickoutthehiddenfiguresinacomplicateddrawing.Fielddependentlearningstyle:learnerisinclinedtoseethewholepictureratherthanseparatingitintoparts10.Firstlanguage:Thelanguagefirstlearned.Secondlanguage:anylanguageotherthanthefirstlanguagelearned.11.Formallanguagelearningsetting:Asettinginwhichsecondlanguagelearn