英語二語習(xí)得66題問答+答案

1、DiscussionQuestionsofSLAChapter 1: Learningafirstlanguage1. Thinkofthreeorfourtelegraphicsentencesthatayoungchildmightproduce.ThesemaybeinEnglishoranotherlanguageyouknowwell.HowaretheselittlesentencessimilartothoseintheadultlanguageHowaretheydifferentBothofsentencescontainthenecessarykeywords,especi

2、allynouns,verbsandadjectives.But,telegraphicsentencesareshorter,andlackfunctionwords,inwhichgrammaticalelementsareoftenomittedorinsertedincorrectly,andsingle-clause.2. Researchershaveusedbothlongitudinalandcross-sectionalapproachestoinvestigatetheorderofacquisitionofgrammaticalmorphemesinEnglishbyyo

3、ungchildren.Describetheseapproachesinyourownwords.WhatarethechallengesandthepotentialbenefitsofeachCross-sectionalapproachstudiessubjectsatdifferentagesandstagesofdevelopment.Longitudinalapproachstudythesamelearnersoveraperiodoftime.Longitudinalstudyapproachtakesalotoftimeandareveryexpensiveandincon

4、venient.Meanwhilelongitudinalstudiestrackthesamepeople,avoiddifferencesofculturaldifferencesacrossgenerations,andmakeobservingchangesmoreaccurate.Whenitcomestocross-sectionalapproach,routinedatanotdesignedtoanswerthespecificquestion,andothervariableswillaffecttherelationshipbetweenthecauseandeffect.

5、Theuseofroutinelycollecteddataallowslargecross-sectionalstudiesinlargescale,andcostlesstotheresearcher.3. WhatisthewugtestWhatdothefindingsfromthewugtesttellusaboutChildrensdevelopinglanguageWhatadvantagesdoesthewugtesthaveoverstudiesthatobservechildrenslanguageinnaturalsettingsCanyouthinkofsomedisa

6、dvantages“Wugtest”isdesignedasshowingstudentsmake-upwords,andblankfillingexercise,toexplorechildrensknowledgeoflanguage.Byagefour,childrenhavemasteredthebasicstructureofthelanguage.Itcanbedemonstratedthatchildrennotonlyknowalistofmemorizedwordpairs,butcanapplytheserulestowordswhichtheyhaveeverheardb

7、efore.Theacquisitionofthemorecomplexgrammaticalstructuresofthelanguagerequiresadifferentsortofexplanation.4. WhatismetalinguisticawarenessWhyisitaprerequisiteforbeingabletounderstandmostjokesandriddlesThinkofajokeorriddleyouknow.Howismetalinguisticawarenessrelatedtoyourunderstandingofwhatmakesthisjo

8、kefunnyTheabilitytotreatlanguageasaobject,separatefromthemeaningitconveys.relatedtoMetalingusitcawarenessalsoincludesthediscoveryofsuchthingsasambiguity-wordsandsentencesthathavemultiplemeaning.Ajokealwaysrelatestofunnypun,whichiscloselymetalinguisticawareness.5. Whathaveresearchersobservedaboutthef

9、requencywithwhichyoungchildrenengageinimitationandrepetitivepracticeInwhatwayareyoungchildrenslinguisticimitationandpracticepatternsdifferentfromthoseofsomeforeignlanguageclassesFromlessthan10percentto40percent.Youngchildrenchoosewhattheywillimitateandpractice,andthechoiceisbasedonsomethingtheyhavea

10、lreadybeguntounderstand,whichisdifferentfromforeignlanguageclasses.6. Giveexamplesofbothgrammaticalandlexicalovergeneralizationerrorsfoundinearlychildlanguage.WhatisthegenerallearningprinciplethatunderliessucherrorsRandall(2,9):AredogswiggletheirtailsRandall(3,0)asks:WhySohecandocmylittlebumpChildre

11、nappeartopickoutpatternsandthengeneralizethemtonewcontexts.7. HowdothestoriesofVictorandGenie(pages19-21)supportthecriticalperiodhypothesisDoyoufindthisevidenceconvincingWhydomostresearchersconsiderthattheevidencefromusersofAmericanSignLanguagethatwascollectedbyNewportandhercolleagues(page21)isstron

12、gersupportfortheCPHVictorandGeniewhohavebeendeprivedofcontactwithlanguageintheirearlyyears,CANNOlTearnlanguagelikenormalpeople,reasonofwhichmaybethattheirlanguageacquisitiondevicewasstimulatedtoolate.No,becausethesampleistoounusualandotherfactorsarenotexcluded.Becausethechildrenareusuallearnersandth

13、ecircumstancesoftheirearlylivesareknowntotheresearchers.8. HowarePiagetsandVygotskysviewsoffirstlanguageacquisitionsimilarHowdotheydifferBothofthemstandintheinteractionistposition,believethatchildrenareactivelearnersanddevelopmentdeclineswithage.Piagetbelievesthatchildren'scognitivedevelopmentwo

14、uldpartlydeterminehowtheyuselanguage;whileVygotskybelievesthatLanguagedevelopsentirelyfromsocialinteraction.9. WhatwasunusualaboutJimsexposuretolanguageHowdoesthiscasesupportaninteractionistperspectiveonlanguageacquisitionJimhadlittlecontractwithhearing/speakingadultsuptotheageof10. ,onlycontractwit

15、horallanguagewasthroughTV.HisparentsdidnotusesignlanguagewithJim.ItwasJimsconversationswithsessionswithanadultimprovehislanguagedevelopment,whichishighlightedininteractionistperspective.Chapter 2: TheoreticalapproachestoexplainingsecondlanguagelearningThebehaviouristperspective10. StatetheContrastiv

16、eAnalysisHypothesis(CAH)andexplainwhyitisoftenlinkedtothebehaviouristtheory.WhatareitslimitationsTheCAHpredictsthatwheretherearesimilaritiesbetweenthefirstandsecondlanguages,thelearnerwillacquiresecondlanguagestructureswithease;wheretherearedifferences,thelearnerwillhavedifficulty. BecausetheCAHisba

17、sedonbehavioristsexplanationonthelearningofL1,thatlanguagedevelopmentistheformationofhabits;itisassumedthatapersonlearningasecondlanguagestartsoffwiththehabitsformedinthefirstlanguageandthatthesehabitsinterferewiththenewonesneededforthesecondlanguage. limitations:a)Thetheoryitselfhasitsimperfections

18、:thedifferencesofthefirstandsecondlanguagesdonotnecessarilyleadtodifficulties;studentsdifficultiesinusingsecondlanguagedoesnotleadtoerrors.b)Accordingtoempiricalevidences:onlyafewerrorsmadeduringthesecondlanguagelearningattributestotheinterferencesofthemothertongue;notallerrorspredictedbytheCAHareac

19、tuallymade;manyoftheerrorswhichlearnersdomakearenotpredictableonthebasisoftheCAH.11. WhatcontributionhasbehaviourismmadetoourunderstandingofhowlanguagesarelearnedWhatisthetheorynotabletoexplain BehaviorismaccountsforthelearningofL1intermsofimitation,practice,reinforcementandhabitformation,andhelpsto

20、explainthattheprocessofL2learningwouldbeinterferedbyL1. BehaviorismfailstoexplainchildrensacquisitionofthemorecomplexgrammaticalstructuresofthelanguageinL1learning.Theinnatistperspective12. Sumup,inyourownwords,themainpointssurroundingthedebateaboutthenatureandavailabilityofUGinSLA.WheredoyoustandMa

21、inpoints:a)thenatureandavailabilityofUGinL2acquisitionisnodifferentfromthatwhichishypothesizedtoguideL1learners.b)UGoperatesinL2acquisition,butviatheL1.c)UGisnotavailabletoL2learners.IagreeonthatUGoperatesinL2acquisitionthesameasL1,becauseUGisconsideredtoconsistofasetofprincipleswhicharecommontoalll

22、anguagesandithasexplainedL2acquisitiontosomeextent,forexample,errorcorrection.13. NamethefivehypothesesthatmakeupKrashensMonitorModel.Accordingtothismodel,whatconditionsmustbepresentforacquisitiontotakeplaceWhataretheconditionsforlanguagelearning Theacquisition-learninghypothesis;Themonitorhypothesi

23、s;Thenaturalorderhypothesis;Theinputhypothesis;Theaffectivefilterhypothesis. Meaningfulinteractioninthetargetlanguage;exposuretoadequateandcomprehensibleinput:"i+1".14. WhatarethelimitationsofKrashenstheoryWhydoyouthinkthatKrashensideashavebeensoinfluentialinsecond-andforeign-languageeduca

24、tionThemainlimitationsare:a)therearedifficultiestodefine;b)itismostlybasedonobservation,butlacksempiricalresearches.Itappearstohaveimmediateimplicationsforclassroompractice;itappealsintuitivelytothosewhohavetriedunsuccessfullytolearnalanguageinconditionswheretheyfeltstressedoruncomfortable.Thecognit

25、iveperspective15. Howdoesinformation-processingmodelexplainSLAFromtheviewofinformationprocessing,SLAisthebuildingupofknowledgesystemsthatcaneventuallybecalledonautomaticallyforspeakingandunderstanding.Interactionistposition16. InwhatwayareproponentsoftheinteractionistpositioninSLAinagreementwithKras

26、hensmonitormodelInwhatwaydotheygobeyondit Interactionistsagreethatcomprehensibleinputisnecessaryforlanguageacquisition. Theyaremoreconcernedwiththequestionofhowinputismadecomprehensible; theyassumethatallcognitivedevelopmentarisesasaresultofsocialinteractionsbetweenindividuals.17. Whatkindsofconvers

27、ationalmodificationsdonativespeakersmakewhentheytalktonon-nativespeakersWhatsimilaritiesanddifferenceswouldyouexpecttofindbetweenthesemodificationsandthosethatareobservedinchild-directedspeechWhyModifiedinteractioninvolvelinguisticsimplification,elaboration,slowerspeechrate,gesture,ortheprovisionofa

28、dditionalcontextualcues. similarities:theyarebothconversationalinteraction;theybothinvolveaslowrateofdelivery,repetition,someclues,etc. differences:a)child-directedspeech:childrenstilllearnlanguagebytheirsiblingsevenwithoutsuchmodificationfromparents;comprehensibleinputisthefocus;b)thesemodification

29、ininteraction:howtheinputismadecomprehensibleismoreimportant;itisnotthesimplificationbutanopportunitytointeractwithothers. Differentobjectsoneisforthefirstlanguagelearningandoneisforthesecondlanguagelearning;thedifficultiesitshardertolearnthesecondlanguage.18. SeveraltheoriesforL2learninghavebeenpro

30、posedinthischapter.IsoneofthemmoreconsistentwithyourownunderstandingofhowlanguagesarelearnedIfso,howhaveyourexperiencesasalearnerbroughtyoutothisviewIagreeonKrashen'smonitormodel.Hecitesevidencesofsomefluentspeakerswithouthavinglearnedrules,whileothersmay'know'rulesbutfailtoapplytheminre

31、allanguageuse(likesomeincompetent'high-score'learners).Accordingtomyexperience,adequatepracticecanmakelearnedknowledgehabitualsothatitisavailableforspontaneoususeinrealcommunication.Inthiscase,thelearnedlanguagebecomestheacquiredknowledge.Chapter3:Factorsaffectingsecondlanguagelearning19. Wh

32、yisitdifficulttoassesstheinfluencethatpersonalcharacteristicshaveonthedevelopmentofL2proficiency itisnotpossibletodirectlyobserveandmeasurequalitiessuchasmotivationandintelligence. personalcharacteristicsarenotindependent. itisnotwidelyacknowledgedthathowthelanguageproficiencyisdefinedandmeasured.In

33、telligence20. LanguagelearnersperformanceonIQtestsisrelatedtocertainaspectsofL2abilitybutnottoothers.Giveexamplestoexplainthisstatement.Inourexperience,manystudentswhoseacademicperformancehasbeenweakhaveexperiencedconsiderablesuccessinsecondlanguagelearning.Aptitude21. Whatlessonscanlanguageteachers

34、learnfromtheresearchonlanguageaptitudeandL2instructionbyWesche(1981)Itisthatahighlevelofstudentandteachersatisfactionwhenstudentswerematchedwithcompatibleteachingenvironments.Learningstyles22. Basedonwhatyoureadinthischapter,doyouthinkthatthereisanidealwaytoteach/learnalanguageForexample,asaforeignl

35、anguagelearnerorteacher,whatareyourviewsaboutteachinggrammarDoyouhaveanyspecificpreferencesforhowitshouldbetaughtorwhenDoyouknowwhatyourstudentspreferencesmightbeforgrammarteachinganddoyouthinkitwouldbeusefultofindout Idon'tthinkthereisanidealwaytoteachorlearnalanguage. Teachinggrammarisofgreati

36、mportance.Itisnotonlyaboutwhattherulesarebutalsohowtousetherules. Ihaveapreferenceforteachinggrammarincontext,andIthinkthatitshouldbetaughtinearlychildhood.(Beforeage15) Funnyandchallengeactivitiesmightbestudentspreferenceforgrammarteaching.Itwouldbeusefultofindoutstudentspreferenceforit.Personality

37、23. WhatcanwelearnfromresearchabouttherelationshipbetweenL2learningand?extroversion?inhibition Itisoftenarguedthatanextrovertedpersoniswellsuitedtolanguagelearning.However,researchdoesnotalwayssupportthisconclusion. InhibitionisanegativeforL2learningasitdiscouragesrisk-taking.Itmayalsohasmoreinfluen

38、ceinlanguageperformancethaninlanguagelearning.Motivationandattitudes24. Defineinstrumentalandintegrativemotivationinyourownwordsandgiveanexampletoillustrateeach.Commentonhowthesetypesofmotivationmightbemanifesteddifferentlyindifferentlearningenvironments. Instrumentalmotivationreferstolanguangelearn

39、ingforimmediateorpracticalgoals.Example:Manycollegelanguagelearnershaveaclearinstrumentalmotivationforlanguagelearning:Theywanttofulfillacollegelanguagerequirement!Integrativemotivationreferstolanguagelearningforpersonalgrowthandculturalenrichment.Example:Someonebecomesaresidentinanewcommunitythatus

40、esthetargetlanguageinitssocialinteractions. Inlearningenvironmentsuchasschool,thesetypesofmotivationmightbemanifestasintegrativeorinstrumental.Inlearningenvironmentsuchassocietytheymightbemanifestasmono-culturalorbicultural.Learnerbeliefs25. HowdidCarlosYorio(1986)revealthatitisimportantforteacherst

41、oconsiderthebeliefstheirstudentsholdaboutlanguageinstructionHowmightthischangetheirapproachtoteachingaparticulargroupofstudents InasurveyforinternationalstudentslearningESLinahighlycommunicativeprogram,studentsexpresstheirdissatisfactionandconcernaboutthetypeofcommunicativeinstructiontheyreceived,wh

42、ichimpliedwiththeirbeliefsaboutlanguageinstruction. Guidethemtochoosethesuitablelearningstrategiesoradjusthisownteachingmethod.Ageofacquisition26. WhichlanguagefeatureswerestudiedinPatkowskis(1980)studytoexamineL2developmentofimmigrantsDoeshisstudysupporttheCriticalPeriodHypothesis(CPH)How Accent,sy

43、ntax,phonologicaldevelopment,Morphology. Hesetslimitsonthedevelopmentofnative-likemasteryofasecondlanguageandthatthislimitationdoesnotapplyonlytoaccent.27. SnowandHoefnagel-H?hlecarriedoutacomprehensivestudyinwhichtheyassessedlanguagedevelopmentofL2speakersonavarietyofmeasures.Describethedevelopment

44、ofthechild,adolescent,andadultL2learnersinrelationtoeachother.Inyourownwords,explainwhytheresultsmaynotberelevantforassessingtheCriticalPeriodHypothesis(CPH). Inthefirstperiod,theadolescentsmadethemostprogress.Inthefirstperiod,theadultsdidbetterthanthechildrenandadolescentsonpronunciation.Bytheendof

45、theyear,childrenwerecatchingupandevensurpassedtheadultsonseveraltests. Someofthetasksweretoodifficultforyounglearners.Foradultsandadolescents,L2maybesimilartoL1,theymaylearnfaster.YoungchildreneventuallycatchupiftheyhaveenoughexposuretoL2.Adultsandadolescentscanmakerapidprogressbecausetheycanmakeuse

46、ofL2indailyinteraction.Chapter4:LearnerLanguageLearnerLanguage28. Alanguagelearnerbeginsmakingerrorswithafeatureofthelanguagethatwaspreviouslyusedcorrectly.WhatdoesthissuggestaboutthewayinwhichthefeaturewaspreviouslylearnedWhymightonebejustifiedinconcludingthatthelearnerhasactuallymadeprogressIllust

47、ratewithexamples. Itsuggeststhatmovementfromonepointinasequenceofdevelopmenttoanothercanactuallyleadfromapparentlycorrectperformance(Sometimesbasedonrotelearningorverylimitedknowledge.)toincorrectperformance(Basedonanemergingunderstandingoftheunderlyingrulesorgrammaticalrelationshipsinthelanguagebei

48、nglearned.). Ibuyedabusticket.Secondlanguagelearnersusuallylearntheirregularpasttenseformsofcertainverbsbeforetheylearntoapplytheregularsimplepast-edmarker.Itmeansthatalearnerwhosays'Ibuyedabusticket'mayknowmoreaboutEnglishgrammarthanonewhosays'Iboughtabusticket.'29. Whatwasanimporta

49、ntdifferencebetweentheerroranalysisapproachtounderstandingL2learnerlanguageandthecontrastiveanalysisapproachThemaindifferencebetweenthesetwoisthatcontrastiveanalysiswasthebasisforidentifyingdifferencesbetweenthefirstandsecondlanguagesandforpredictingareasofpotentialerror,buterroranalysistriestodisco

50、veranddescribedifferntkindsoferrosinanefforttounderstaninghowlearnersprocessL2data,anditfocusonidentifyingtheerrorsfromL2production.(Erroranalysisdifferedfromcontrastiveanalysisinthatitdidnotsetouttopredicterrors.Rather,itsoughttodiscoveranddescribedifferentkindsoferrorsinanefforttounderstandhowlear

51、nersprocesssecondlanguagedata.)30. WhatphenomenondidLarrySelinkerdescribewhenhecoinedtheterminterlanguageWhatdoesitmeantosaythatinterlanguagesarebothsystematicanddynamicCharacteristicsinfluencedby: learner'spreviouslylearnedlanguage(s) somecharacteristicsofthesecondlanguage somecharacteristicswh

52、ichseemtobeverygeneralandtendtooccurinallormostinterlanguagesystemSystematic:Interlanguageisrelativelyindependentofthelanguagesystem,ithasauniquesetofpronunciation,grammarandvocabularyrulesystem.Dynamic:Interlanguageiscontinuallyevolvingaslearnersreceivemoreinputandrevisetheirhypotheseaboutthesecond

53、languge.31. Therearevariouskindsoferrorsmadebylearners,suchasdevelopmentalerrors,overgeneralization,simplification,transfer(orinterferenceerrors),andavoidance.Giveanexampleofeachtoexplain.Developmentalerrorsareerrorswhichreflectlearnersunderstandingofthesecondlanguagesystemitselfratherthananattemptt

54、otransfercharacteristicsoftheirfirstlanguage.(eg.acowboygo,theyplays)Overgeneralization:errorscausedbytryingtousearuleinacontextwhereitdoesnotbelong.(eg.Iplaythegame.Weplaythegame.Sheplaytheplaythegame.)Simplification:errorswheresomeelementsofasentenceareleftoutorwhereallverbshavethesameformregardle

55、ssofperson,number,ortense.(eg.Iplaygamestoday.Iplaygamesyesterday./Iplaygamestoday.Heplaygames,too.)Transfer(interferenceerrors)areerrorswhichcausedbythehabitsformedinthefirstlanguageinterferewiththenewonesneededforthesecondlanguage.(eg.InFrench,directobjectswhicharenounsfollowtheverb,butpronoundire

56、ctobjectsprecedetheverb,soaFrenchlearnerofEnglishmaysayThedogiteats.)Avoidance:Learnerssometimesavoidusingcertainfeaturesoflanguagewhichtheyperceivetobedifficultforthem.(eg.“A+倍數(shù)+thesize/height/length/width+of+B”Thisstreetisfourtimesthelengthofthatone./Thisstreetisfourtimesaslongasthatone.)Developme

57、ntalSequences32. AnL2learner,inspeakingabouthisbrother,tellsyouhedonteatmeat.Whatstageofnegationwouldhebeat:Stage2orStage3Whatevidencewouldyouneedtohaveconfidenceinyourassessmentdon'tfnegationfThespeakerisinstage2.(orstage3)Stage1：Thenegativeelement(no/not)istypicallyplacedbeforetheverbortheelem

58、entbeingnegated.(.Inotlikeit.)Stage2：noandnotmayalternatewithdont.However,dontisnotmarkedforperson,number,ortenseanditmayevenbeusedbeforemodels.Hedontlikeit./Idontcansing.)Stage3:Learnersbegintoplacethenegativeelementafterauxiliaryverbslikeareisandcan.Butatthisstagethedontformisstillnotfullyanalyzed.Youcannotgo./Hewasnothappy./Shedontlikerice.)Stage4:doismarkedforsometense,person,andnumber.Hedoesntlikeit.Wedidntseeit.)Forsometime,however,learnersmaycontinuetomarktense,person,andnumberonboththeauxiliaryand