山东师范学科英语二语习得重点名词解释

Anna考研精简二语习得内容

1.what is SLA?

A term that refers both to the study of individual and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. It includes informal L2 learning that takes place in naturalistic context, and formal L2 learning that takes place in classrooms.

2.Second language:It is any language learned after the first language or "mother tongue", even though it may be the third, fourth, or tenth to be acquired. It is also called a target language. In its specific sense, it typically refers to an additional language which is learned within a context where it is societally dominant and need for education, employment and other basic purpose. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense term is contrasted with other terms in this list.

3.Foreign language: It is one not widely used in the learner's immediate social context which might be used for future travel or other cross-culture communication situations, or studied as a curricular requirement or elective in school. but with no immediate practical application.

4.Critical Period Hypothesis（这个理论教学法上也有我再补充一下）：The claim that children have only a limited number of years during which they can acquire their L1 flawlessly; If they suffered brain damage to the language areas, brain plasticity in childhood would allow other areas of the brain to take over the language functions of the damage areas, but beyond a certain age, normal language development would not be possible. This concept is commonly extended to SLA as well, in the claim that only children are ability to achieve native or near-native proficiency in L2.

5. Interlanguage(learner language): refers to the immediate states or interim grammars of a learner's language as it moves towards the target L2.

6. (1)Positive transfe r: When a L1 structure or rule is used in an L2 utterance and that use is approprite or "correct" in the L2．

(2)Negative transfer：When an L1 structure or rule is used in an L2 utterance and that use is inappropriate and considered an "error".

7.Fossilization: A stable state in SLA where learners cease their interlanguage development before they reach target norms despite continuing L2 input and passage of time.

8. Contrastive Analysis(CA):

(1)A linguistic approach to SLA that involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine linguistic similarities and differences.

(2)It was heavily influenced by two theories, structuralism and behaviorism. The goal of CA was to increase efficiency in L2 teaching and testing.

(3)The focus of CA is on the surface forms of both L1 and L2 systems, and on describing and comparing the language one level at a time-generally contrasting the phonology of L1 and L2 first, then morphology, then syntax, with the lexical receiving relatively little attention , and discourse still less.

(4)The process of CA involves describing L1 and L2 at each level, analyzing roughly comparable segment of the language for elements which are likely to cause problems for learners. This information provides a rationale for constructing language lessons that focus on structure which are predicted to most need attention and practice, and for sequencing the L2 structures in order of difficulty.

9.Error Analysis(EA):

(1)EA is the first approach to the study of SLA which includes an internal focus on learner errors in L2, rather than on idealized linguistic structures attributed to native speakers of L1 and L2 .

(2)Identification of errors. This first step in the analysis requires determination of elements in the sample of learner language which deviate from the target L2 in some way.

(3)Description of errors. For purposes of analysis, errors are usually classified according to language level, general linguistic category, or more specific linguistic elements.

(4)Explanation of errors. According for way an error was made is the most important step in trying to understand the processed of SLA. Two of the most likely causes of L2 errors are interlingual factors and intralingual factors.

(5)Evaluation of errors. This step involves analysis of what effect the error has on whoever is being addressed.

10.The reasons why EA replaced CA

(1)Predictions made by CA did not always materialize in actual learner errors. More importantly, perhaps many real learner errors could not be attributed to transfer from L1 to L2.

(2)As linguistic theory changed, the exclusive focus on surface-level forms and patterns by structural linguists shifted to concern for understanding rules.

(3)The behaviorist assumption that habit formation accounts for language acquisition was seriously questioned by many linguists and psychologists. There was a shift to mentalism in explanations of language acquisition, with emphasis on the inner capacity of the language learner rather than on external influences.

(4)The study of SLA was no longer motivated as strongly by teaching concerns as it had been for CA. L2 learning came to be thought of as independent of L2 teaching to some extent, and researchers began to separate issues in SLA from pedagogical concerns. Learning processes becam an important focus for study in their own right.

11.Monitor model(监控模式)里5个假说。这个和流派上重合，我就不再打了，就是流派第十个方法右边那一页里边的5个。

12.Functional approach

They differ from structuralist and generative models by emphasizing the information content of utterances and in considering language primarily as a system communication rather than as a set of rules.

Functional Typology(功能类型学)

A functional approach that involves classification of languages and their features into categories, with a major goal being to describe patterns of similarities and differences among them, and to determine which types and patterns occur more or less frequently or are universal in distribution.

https://www.360docs.net/doc/4d12640040.html,teralization(这个在流派上也有):Differential specialization of the two halves of the brain. For example, the left hemisphere becomes specialized period for language development.

https://www.360docs.net/doc/4d12640040.html,rmation process(IP): A cognitive framework which assumes that SLA like learning of other complex domains proceeds from controlled to automatic processing and involves progressive reorganization of knowledge.

15.Input: Whatever sample of L2 learners are exposed to, but it is not available for processing unless learners actually notice it.

16. Output: In SLA, the language that learners produce, in speech/sign or in writing.

17.Multidimensional model(这个不是很重要):

(1)An approach to SLA which claims that learners acquire certain grammatical structures in a developmental sequence.

(2)Developmental sequences reflect how learners overcome processing limitations,

(3)Language instruction which targets developmental features will be successful only if learners have mastered the processing operations which are associated with the precious stage of acquisition.

18.Processability(不是很重要)：A reorientation of the Multidimensional Model that extends its concepts of learning and applies them to teaching second language, with the goal of determining and explaining the sequences in which processing skills develops in relation to language learning.

https://www.360docs.net/doc/4d12640040.html,petition Model(这个也不太重要)：A functional approach to SLA which assumes that all linguisitic performance involves "mapping" between external form and internal function.

20.Connectionist approach: A cognitive framework for explaining learning process, beginning in the 1980s, and becoming increasing influential. It assumes that SLA results from increasing strength of associations between stimuli and response.

20.Aptitude: An individual set of characteristics, which correlates with success in language learning.

(1)phonemic coding ability is the capacity to process auditory input into segments which can be stored and retrieved. If the hearer cannot analyse the incoming stream

of speech into phonemes in order to recognize morphemes, input may not result in intake.

(2)inductive language learning ability and grammatical sensitivity are both concerned with central processing. They account for further processing of the segmented auditory input by the brain to infer structures, indentify patterns, make generalizations, recognize the grammatical function of elements, and formulate rules. It is in central processing that restructuring occurs.

(3)associative memory capacity is importantly concerned with how linguistic items are stored, and with how they are recalled and used in output. It determines appropriate selection from among the L2 elements that are stored, and ultimately determines speaker fluency.

21.Motivation(考过)：largely determines the level of effort which learners expand at various stages in their development, often a key to ultimate level of proficiency.

22.Cognitive style: An individuals preferred way of processing: i.e of perceiving, conceptualizing, organizing, and recalling information. learning style: whatever the relation of cognitive style to sucess, it involves a complex interaction with specific L2 social and learning contexts.

23.Learning strategies The behavior and techniques that individuals adopt in their efforts to learner L2. A typology of language-learning strategies which is widely used in SLA was formulated by O'Malley and Chamot.

(1)Metacognitive: previewing a concept or principle in anticipation of a learning activity; deciding in advance to attend to specific aspects of input; rehearsing linguistic components which will be required for an upcoming language tasks; self-monitoring of progress and knowledge states.

(2)Cognitive: reading after a language model; translating from L1; remembering a new word in L2 by relating it to one that sounds the same in L2, or by creating vivid imagines; guessing meanings of new material through inferencing.

(3)Social/affective: seeking opportunities to interact with native speakers; working cooperatively with peers to obtain feedback or pool information; asking questions to obtain clarification; requesting repetition, explanation, or examples.

24.Metacognitive strategies:they are those which attempt to regulate language learning by planning and monitoring; cognitive strategies make use of direct analysis or synthesis of linguistic material; social/affective strategies involve interaction with others.

25. Interaction Hypothesis: The claim that modifications and collaborative efforts which take place in social interaction facilitates SLA because they contribute to the accessibility of input for mental processing.

26.ZPD: One important context for symbolic mediation is such interpersonal interaction between learners and experts(include teachers and more knowledge learners). Vygotsky calls the level where much of this type of mediation occurs the Zone of Proximal Development. This is an area of potential development, where the learner can achieve that potential only with assistance.

26.Scaffolding: One way in which others help the learner in language development within the ZPD is through scaffolding. Experts commonly provide learners with chunks of talk that the learners can then use to express concept which are beyond their independent means. Scaffolding is not something that happens to a learner as a passive recipient, but happens with a learner as an active participant.

27.Discourse: Linguistic elements at the level of discourse function beyond the scope of a single sentence. At a microstructural discourse level these include sequential indicators, logical connectors, and other devices to create cohesion. At a macrostructural discourse level we go beyond linguistic elements to knowledge of organizational features that are characteristic of particular genres, and of interactional strategies.

28.top-down model and bottom-up model. 结合教学法去理解

29.aptitude: learners differ in capacity to discriminate and process auditory input, to identify patterns and make generalizations, and to store linguistic elements in memory.

30. motivation: Motivation largely determines the level of effort which learners expend at various stages in their L2 development, and it is often a key to ultimate level of proficiency.