二語(yǔ)習(xí)得復(fù)習(xí)匯總

1、AGeneralReviewI.Short&Longanswers1. whatisthedifferencebetweenmonolingualandmultilingualcommunicativecompetence?Differencesebetweenmonolingualandmultilingualcommunicativecompetencearedueinparttothedifferentsocialfunctionsoffirstandsecondlanguagelearning,andtothedifferencesbetweenlearninglanguage

2、andlearningculture.Thedifferencesofthecompetencebetweennativespeakersandnonativespeakersincludestructuraldifferencesinthelinguisitcsystem,differentrulesforusageinwritingorconversation,andevensomewhatdivergentmeaningsforthe"same"lexicalforms.Further,amultilingualspeaker'toialcommunicati

3、vecompetencediffersfromthatofamonolingualinincludingknowledgeofrulesfortheappropriatechoiceoflanguageandforswitchingbetweenlanguages,givenaparticularsocialcontextandcommunicativepurpose.2. whatarethemicrosocialfactorsthataffectSLA?a)L2variationb)inputandinteractionc)interactionasthegenesisoflanguage

4、3. Whatisthedifferencebetweenlinguisticcompetence&communicativecompetence(CC)?Linguisticcompetence-Itwasdefinedin1965byChomskyasaspeaker'sunderlyingabilitytoproducegrammaticallycorrectexpressions.Linguisticcompetencereferstoknowledgeoflanguage.Theoreticallinguisticsprimarilystudieslinguistic

5、competence:knowledgeofalanguagepossessedby-listenernideal.speakCommunicativecompetence-Itisaterminlinguisticswhichrefersto“whatakepneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity”,suchasalanguageuser'sgrammatisyhtanowledgecmorphology,phonologyandthelike,aswellassocialknow

6、ledgeabouthowandwhentouseutterancesappropriately.4. WhyisCCinL1differentfromL2?L1learningforchildrenisanintegralpartoftheirsociolizationintotheirnativelanguagecommunity.L2learningmaybepartofsecondculturelearningandadaptation,buttherelationshipofSLAtosocialandculturallearningdiffersgreatlywithcircums

7、tances.5. WhatisAccommodationTheory?HowdoesthisexplainL2variation?Accommodationtheory:Speakers(usuallyunconsciously)changetheirpronunciationandeventhegrammaticalcomplexityofsentencestheyusetosoundmorelikewhomevertheyaretalkingto.Thisaccountsinpartforwhynativespeakerstendtosimplytheirlanguagewhenthey

8、aretalkingtoaL2learnerwhoisnotfluent,andwhyL2learnersmayacquiresomewhatdifferentvarietiesofthetargetlanguagewhentheyhavedifferentfriends.6. Discusstheimportanceofinput&interactionforL2learning.Howcouldthisaffectthefeedbackprovidedtostudents?.a)Fromtheperspectiveoflinguisticapproaches:(1)behavior

9、ist:theyconsiderinputtoformthenecessarystimuliandfeedbackwhichlearnersrespondtoandimitate;(2)UniversalGrammar:theyconsiderexposuretoinputanecessarytriggerforactivatinginternalmechanisms;(3)MonitorModel:considercomprehensibleinputnotonlynecessarybutsufficientinitselftoaccountforSLA;b) Fromtheperspect

10、iveofpsychologicalapproaches:(1)IPframework:considerinputwhichisattendedtoasessentialdataforallstagesoflanguageprocessing;(2)connectionistframework:considerthequantityorfrequencyofinputstructurestolargelydetermineacquisitionalsequencing;c) Fromtheperspectiveofsocialapproaches:interactionisgenerallys

11、eenasessentialinprovidinglearnerswiththequantityandqualityofexternallinguisticinputwhichisrequiredforinternalprocessing.ii.OthertypesofinteractionwhichcanenhanceSLAincludefeedbackfromNSswhichmakesNNsawarethattheirusageisnotaccepableinsomeway,andwhichprovidesamodelforacorrectness”.Whilechildrenrarely

12、recnegativeevidenceinL1,anddon'trequireittoachievefullnativecompetence,correctivefeedbackiscommoninLandmayindeedbenecessaryformostlearnerstoultimatelyreachnative-likelevelsofproficiencywhenthatisthedesiredgoal.7. ExplainZPD.HowwouldscaffoldingputastudentinZPD?ZoneofProximalDevelopment,thisisanar

13、eaofpotentialdevelopment,wherethelearnercanachievethatpotentialonlywithassistance.Mentalfunctionsthatarebeyondanindividual'scurrentlevelmustbeperformedincollaborationwithotherpeoplebeforetheyareachievedindependently.OnewayinwhichothershelpthelearnerinlanguagedevelopmentwithintheZPDisthroughscaff

14、olding.Scaffoldingreferstoverbalguidancewhichanexpertprovidestohelpalearnerperformanyspecifictask,ortheverbalcollaborationofpeerstoperformataskwhichwouldbetoodifficultforanyoneofthemindividually.Itisnotsomethingthathappenstolearnersasapassiverecipient,buthappenswithalearnerasanactiveparticipant.8. E

15、xplainwhysomelearnersaremoresuccessfulthanothersfromtheperspectiveofS-Ctheory?TheS-Cframeworksupportstheviewthatsomelearnersmaybemoresuccessfulthanothersbecauseoftheirlevelofaccesstoorparticipationinalearningcommunity,orbecauseoftheamountofmediationtheyreceivefromexpertsorpeers,andbecauseofhowwellth

16、eymakeuseofthathelp.9. WhatarethemacrosocialfactorsthatinfluenceSLA?(1)GlobalandnationalstatusofL1andL2(2)Boundariesandidentities(3)Institutionalforcesandconstraints(4)Socialcategories(5)Circumstancesoflearning10. Whataretheadvantagesofyounglearnersandoldlearnersrespectively?YoungL2learnersaremoreli

17、kelytoacquirethelanguageinanaturalisticsetting;theyaremorelikelytousetheL2inhighlycontextualizedface-to-facesituation.OlderlearnerssucceedinSLAtothelevelofbeingableto"pass"nativespeakerwhensocialmotivationisstrongenough.11. Whatarethesimilaritiesanddifferencesbetweenlinguists,psycholinguis

18、t,sociolinguistsandsocialpsycholinguists?(1) Linguistsemphasizethecharacteristicsofthedifferencesandsimilaritiesinthelanguagesthatarebeinglearned,andthelinguisticcompetence(underlyingknowledge)andlinguisticperformance(actualproduction)oflearnersatvariousstagesofacquisition.(2) Psychologistsandpsycho

19、linguistsemphasizethementalorcognitiveprocessesinvolvedinacquisition,andtherepresentationoflanguagesinthebrain.(3) Sociolinguistsemphasizevariabilityinlearnerlinguisticperformance,andextendthescopeofstudytocommunicativecompetence(underlyingknowledgethatadditionallyaccountsforlanguageuse,orpragmaticc

20、ompetence).(4) Socialpsychologistsemphasizegroup-relatedphenomena,suchasidentityandsocialmotivation,andtheinteractionalandlargersocialcontextsoflearning.12. Whatarethedifferencesbetweensecondlanguage,foreignlanguage,librarylanguageandauxiliary2/8language?(1) Asecondlanguageistypicallyanofficialorsoc

21、ietallydominantlanguageneededforeducation,employment,andotherbasicpurposes.Itisoftenacquiredbyminoritygroupmembersorimmigrantswhospeakanotherlanguagenatively.Inthismorerestrictedsense,thetermiscontrastedwithothertermsinthislist.(2) Aforeignlanguageisonenotwidelyusedinthelearners'immediatesocialc

22、ontextwhichmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,orstudiedasacurricularrequirementorelectiveinschool,butwithnoimmediateornecessarypracticalapplication.(3) Alibrarylanguageisonewhichfunctionsprimarilyasatoolforfuturelearningthroughreading,especiallywhenbooksorjournals

23、inadesiredfieldofstudyarenotcommonlypublishedinthelearners'nativetongue.(4) Anauxiliarylanguageisonewhichlearnersneedtoknowforsomeofficialfunctionsintheirimmediatepoliticalsetting,orwillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.13. Whyaresomel

24、earnersmore(orless)successfulthanothers?TheintriguingquestionofwhysomeL2learnersaremoresuccessfulthanothersrequiresustounpackthebroadlabel“l(fā)earners“forsomedimensionsofdiscussion.LinguisticsmaydistinguishcategoriesoflearnersdefinedbytheidentityandrelationshipoftheirL1andL2;psycholinguistsmaymakedisti

25、nctionsbasedonindividualaptitudeforL2learning,personalityfactors,typesandstrengthofmotivation,anddifferentlearningstrategies;sociolinguistsmaydistinguishamonglearnerswithregardtosocial,economic,andpoliticaldifferencesandlearnerexperiencesinnegotiatedinteraction;andsocialpsychologistsmaycategorizelea

26、rnersaccordingtoaspectsoftheirgroupidentityandattitudestowardtargetlanguagespeakersortowardL2learningitself.14. Listatleastfivepossiblemotivationsforlearningasecondlanguageatanolderage.Themotivationmayarisefromavarietyofconditions,includingthefollowing:Invasionorconquestofone'scountrybyspeakerso

27、fanotherlanguage;Aneedordesiretocontactspeakersofotherlanguagesineconomicorotherspecificdomains;Immigrationtoacountrywhereuseofalanguageotherthanone'sL1isrequired;Adoptionofreligiousbeliefsandpracticeswhichinvolveuseofanotherlanguage;Aneedordesiretopursueeducationalexperienceswhereaccessrequires

28、proficiencyinanotherlanguage;Adesireforoccupationalorsocialadvancementwhichisfurtheredbyknowledgeofanotherlanguage;Aninterestinknowingmoreaboutpeoplesofotherculturesandhavingaccesstotheirtechnologiesorliteratures.15. Whatarethetwomainfactorsthatinfluencethelanguagelearning?(1) Theroleofnaturalabilit

29、y:Humansarebornwithanaturalabilityorinnatecapacitytolearnlanguage.(2) Theroleofsocialexperience:NotallofL1acquisitioncanbeattributedtoinnateability,forlanguage-specificlearningalsoplaysacrucialrole.Eveniftheuniversalpropertiesoflanguagearepreprogrammedinchildren,theymustlearnallofthosefeatureswhichd

30、istinguishtheirL1fromallotherpossiblehumanlanguages.Childrenwillneveracquiresuchlanguage-specificknowledgeunlessthatlanguageisusedwiththemandaroundthem,andtheywilllearntouseonlythelanguage(s)usedaroundthem,nomatterwhattheirlinguisticheritage.American-bornchildrenofKoreanorGreekancestrywillneverlearn

31、thelanguageoftheir3/8grandparentsifonlyEnglishsurroundsthem,forinstance,andtheywillfindtheirancestrallanguagejustashardtolearnasanyotherEnglishspeakersdoiftheyattempttolearnitasanadult.Appropriatesocialexperience,includingL1inputandinteraction,isthusanecessaryconditionforacquisition.16. Whatistheini

32、tialstateoflanguagedevelopmentforL1andL2respectively?TheinitialstateofL1learningiscomposedsolelyofaninnatecapacityforlanguageacquisitionwhichmayormaynotcontinuetobeavailableforL2,ormaybeavailableonlyinsomelimitedways.TheinitialstateforL2learning,ontheotherhand,hasresourcesofL1competence,worldknowled

33、ge,andestablishedskillsforinteraction,whichcanbebothanassetandanimpediment.17. Howdoesintermediatestatesprocess?Thecross-linguisticinfluence,ortransferofpriorknowledgefromL1toL2,isoneoftheprocessesthatisinvolvedininterlanguagedevelopment.Twomajortypesoftransferwhichoccurare:(1)positivetransfer,whena

34、nL1structureorruleisusedinanL2utteranceandthatuseisappropriateoracorrectin”theL2;and(2)negativetransfer(orinterference),whenanL1structureorruleisusedinanL2utteranceandthatuseisinappropriateandconsideredan“error".18. Whatisanecessaryconditionforlanguagelearning(L1orL2)?Languageinputtothelearneri

35、sabsolutelynecessaryforeitherL1orL2learningtotakeplace.ChildrenadditionallyrequireinteractionwithotherpeopleforL1learningtooccur.ItispossibleforsomeindividualstoreachafairlyhighlevelofproficiencyinL2eveniftheyhaveinputonlyfromsuchgenerallynon-reciprocalsourcesasradio,television,orwrittentext.19. Wha

36、tisafacilitatingconditionforlanguagelearning?WhileL1learningbychildrenoccurswithoutinstruction,andwhiletherateofL1developmentisnotsignificantlyinfluencedbycorrectionofimmatureformsorbydegreeofmotivationtospeak,bothrateandultimatelevelofdevelopmentinL2canbefacilitatedorinhabitedbymanysocialandindivid

37、ualfactors,suchas(1)feedback,includingcorrectionofL2learners'errors;(2)aptitude,includingmemorycapacityandanalyticability;(3)motivation,orneedanddesiretolearn;(4)instruction,orexplicitteachinginschoolsettings.20. Giveatleast2reasonsthatmanyscientistsbelieveinsomeinnatecapacityforlanguage.Thenoti

38、onthatinnatelinguisticknowledgemustunderlielanguageacquisitionwasprominentlyespousedbyNoamChomsky.Thisviewhasbeensupportedbyargumentssuchasthefollowing:(1) Children'sknowledgeoflanguagegoesbeyondwhatcouldbeleaedfromtheinputtheyreceive:Childrenoftenhearincompleteorungrammaticalutterancesalongwith

39、grammaticalinput,andyettheyaresomehowabletofilterthelanguagetheyhearsothattheungrammaticalinputisnotincorporatedintotheirL1system.Further,childrenarecommonlyrecipientsofsimplifiedinputfromadults,whichdoesnotincludedataforallofthecomplexitieswhicharewithintheirlinguisticcompetence.Inaddition,children

40、hearonlyafinitesubsetofpossiblegrammaticalsentences,andyettheyareabletoabstractgeneralprinciplesandconstraintswhichallowthemtointerpretandproduceaninfinitenumberofsentenceswhichtheyhaveneverheardbefore.(2) Constraintsandprinciplescannotbelearned:Childrenaccesstogeneralconstraintsandprincipleswhichgo

41、vernlanguagecouldaccountfortherelativelyshorttimeittakesfortheL1grammartoemerge,andforthefactthatitdoessosystematicallyandwithoutany“wilddivergences.Thiscouldbesobecauseinnateprinciplesleadchildrentoorganizetheinputtheyreceiveonlyincertainwaysandnotothers.Inadditiontothelackofnegativeevidence,constr

42、aintsandprinciplescannotbelearntinpartbecausechildrenacquireafirstlanguageatanagewhensuchabstractionsarebeyondtheircomprehension;constraintsandprinciplesarethusoutsidetherealmoflearningprocesswhicharerelatedtogeneralintelligence.(3) Universalpatternsofdevelopmentcannotbeexplainedbylanguage-specifici

43、nput:Inspiteofthesurfacedifferencesininput,therearesimilarpatternsinchildacquisitionofanylanguageintheworld.Theextentof4/8thissimilaritysuggeststhatlanguageuniversalsarenotonlyconstructsderivedfromsophisticatedtheoriesandanalysesbylinguists,butalsoinnaterepresentationsineveryyoungchild'smind.21.

44、 Linguistshavetakenaninternaland/orexternalfocustothestudyoflanguageacquisition.Whatisthedifferencebetweenthetwo?Internalfocusemphasizesthatchildrenbeginwithaninnatecapacitywhichisbiologicallyendowed,aswellastheacquisitionoffeaturespecificationasapartoflexicalknowledge;whileexternalfocusemphasizesth

45、einformationcontentofutterances,andconsiderslanguageprimarilyasasystemofcommunication.22. WhatarethetwomainfactorsforlearningprocessinthestudyofSLAfromapsychologicalperspective?(1) InformationProcessing,whichassumesthatL2isahighlycomplexskill,andthatlearningL2isnotessentiallyunlikelearningotherhighl

46、ycomplexskills.Processingitselfisbelievedtocauselearning;(2) Connectionism,whichdoesnotconsiderlanguagelearningtoinvolveeitherinnateknowledgeorabstractionofrulesandprinciples,butrathertoresultfromincreasingstrengthofassociations(connections)betweenstimuliandresponses.23. Whatarethetwofociforthestudy

47、ofSLAfromthesocialperspective?(1) Microsocialfocus:theconcernswithinthemicrosocialfocusrelatetolanguageacquisitionanduseinimmediatesocialcontextsofproduction,interpretation,andinteraction.(2) Macrosocialfocus:theconcernsofthemacrosocialfocusrelatelanguageacquisitionandusetobroaderecologicalcontexts,

48、includingcultural,political,andeducationalsettings.24. Whatarethecharacteristicsofaninterlanguage?1) Systematic.Atanyparticularpointorstageofdevelopment,theILisgovernedbyruleswhichconstitutethelearnersinternalgrammar.2) Dynamic.Thesystemofruleswhichlearnershaveintheirmindschangesfrequently,orisinast

49、ateofflux,resultinginasuccessionofinterimgrammars.3) Variable.AlthoughILissystematic,differencesincontextresultindifferentpatternsoflanguageuse.4) Reducedsystem,bothinformandfunction.25. Whatarethefivecomponentsoflanguageknowledge?Linguistshavetraditionallydividedlanguageintothefollowingfivecomponen

50、tsforpurposesofdescriptionandanalysis:(1)vocabulary(lexicon)(2)morphology(wordstructure)(3)phonology(soundsystem)(4)syntax(grammar)(5)discourse(waystoconnectsentencesandorganizeinformation)Pleasedo3,5,7,8,9,10,12,14,15,16,17,18,19,21,23,24,25供17題)inyourexercisebooks.Definition1. SecondLanguageAcquis

51、ition(SLA):atermthatrefersbothtothestudyofindividualsandgroupswhoarelearningalanguagesubsequenttolearningtheirfirstoneasyoungchildren,andtotheprocessoflearningthatlanguage.2. Firstlanguage/nativelanguage/mothertongue(L1):Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimaryla

52、nguageofachild'sfamily.Achildwhogrowsupinamultilingualshavemorethanone“first“l(fā)anguage.3. Secondlanguage(L2):Alanguagethatisacquirednaturallyinearlychildhood,usuallybecauseitistheprimarylanguageofachild'family.Achildwhogrowsupinamultilingualsettingmayhavemorethanone“first”language.4. Targetla

53、nguage:Thelanguagethatistheaimorgoaloflearning.5. Foreignlanguage:Asecondlanguagethatisnotwidelyusedinthelearners'immediatesocialcontext,butratheronethatmightbeusedforfuturetravelorothercross-culturalcommunicationsituations,oronethatmightbestudiedbestudiedasacurricularrequirementorelectiveinscho

54、olwithnoimmediateornecessarypracticalapplication.6. Librarylanguage:Asecondlanguagethatfunctionsasatoolforfurtherlearning,especiallywhenbooksandjournalsinadesiredfieldofstudyarenotcommonlypublishedinthelearner'sL1.7. Auxiliarylanguage:Asecondlanguagethatlearnersneedtoknowforsomeofficialfunctions

55、intheirimmediatesociopoliticalsetting.Orthattheywillneedforpurposesofwidercommunication,althoughtheirfirstlanguageservesmostotherneedsintheirlives.8. Linguisticcompetence:Theunderlyingknowledgethatspeakers/hearershaveofalanguage.Chomskydistinguishesthisfromlinguisticperformance.9. Linguisticperforma

56、nce:Theuseoflanguageknowledgeinactualproduction.10. Communicativecompetence:Abasictenet(原貝U、信條、教條)ofsociolinguisticsdefinedas“whataspeakerneedstoknowtocommunicateappropriatelywithinaparticularlanguagecommunity-Troike2003)”(Saville11. Pragmaticcompetence:Knowledgethatpeoplemusthaveinordertointerpreta

57、ndconveymeaningwithincommunicativesituations.12. Multilingualism:Theabilitytousemorethanonelanguage.13. Monolingualism:Theabilitytouseonlyonelanguage.14. Simultaneousmultilingualism:Abilitytousemorethanonelanguagethatwereacquiredduringearlychildhood.15. Sequentialmultilingualism:Abilitytouseoneormor

58、elanguagesthatwerelearnedafterL1hadalreadybeenestablished.16. Innatecapacity:Anaturalability,usuallyreferringtochildren'snaturalabilitytolearnoracquirelangua17. Childgrammar:Grammarofchildrenatdifferentmaturationallevelsthatissystematicintermsofproductionandcomprehension.18. Initialstate:Thestar

59、tingpointforlanguageacquisition;itisthoughttoincludetheunderlyingknowledgeaboutlanguagestructuresandprinciplesthatareinlearners'headsattheverystartofL1orL2acquisition.19. Intermediatestate:Itincludesthematurationalchangeswhichtakeplacein“childgrammar”,andtheL2developmentalsequencewhichisknownaslearnerlanguage.20. Finalstate:TheoutcomeofL1andL2leaning,alsoknownasthestablestateofadultgrammar.21. Positivetransfer:AppropriateincorporationofanL1structureorrulein