二语习得引论 读书笔记 chapter 1-2
《第二语言习得研究》重点知识点
《第二语言习得研究》重点知识点一、第二语言习得理论1.第二语言习得与第一语言习得的区别：第二语言习得是指学习者在已经掌握第一语言的基础上学习第二语言，与第一语言习得有所不同。
2.共同的习得条件：第二语言习得与第一语言习得都受到认知、社会、情感等多种因素的影响。
3.输入假设：学习者习得第二语言的过程中需要大量的输入来构建语言知识和语言能力。
二、第二语言习得过程1.初始期：学习者对第二语言的习得处于初始阶段，主要表现为对语言规则的不熟悉，需要借助外语教学材料和教师的指导。
2.中期：学习者开始积累语言知识，并能够进行简单的口语表达和书面表达，但仍然存在语法错误和用词不准确等问题。
3.发展期：学习者的语言技能和语言运用能力在这个阶段得到显著提高，能够流利地进行口语交流和书面表达。
4.准母语期：学习者的第二语言已经达到与母语相近的程度，几乎能够毫无困难地实现听、说、读、写等各方面的能力。
三、第二语言习得影响因素1.基础能力：个体的智力、工作记忆、认知能力等对第二语言习得有重要影响。
2.学习策略：学习者在习得第二语言过程中采取的方法和策略也对习得效果产生影响。
3.情感因素：学习者对学习第二语言的情感态度、自信心等情感因素对习得过程产生影响。
4.环境因素：学习者所处的学习环境，包括学校、家庭、社会环境等对第二语言习得有影响。
四、第二语言习得教学策略1.输出与输入平衡：教师应当提供足够的输入，同时鼓励学习者进行口语和书面的输出。
2.合作学习：通过合作学习，学习者能够在与他人进行互动中提高第二语言的流利度和准确度。
3.语境创设：教师可以通过创设各种真实的语言交际情境来提高学习者的第二语言习得效果。
4.个性化教学：教师应根据学习者的个体差异，采取不同的教学策略和方法，满足每个学习者的学习需求。
以上是《第二语言习得研究》的重点知识点。
了解这些知识点能够帮助我们更好地理解学习者在学习第二语言过程中的习得情况，并且在实际的第二语言教学中有所借鉴。
二语习得引论-读书笔记-chapter-1-2
一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语） also commonly called a target language (TL)3.Basic questions:1). What exactly does the L2 learner come to know?2). How does the learner acquire this knowledge?3). Why are some learners more successful than others?4.linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages.(bilingualism: 2 languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠ 2 monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages can only beestimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information may not bereliable.3) A lack of agreement on definition of terms and on criteria foridentification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the1) Refers to: Humans are born with an innate capacity to learnlanguage.2) Reasons:♦Children began to learn L1 at the same age and in much the same way.♦…master the basic phonological and grammatical operations in L1 at 5/ 6.♦…can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often systematically different from those of the adults around them.♦There is a cut-off age for L1 acquisition.♦L1 acquisition is not simply a facet of general intelligence.3)The natural ability, in terms of innate capacity, is that part oflanguage structure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate socialexperience (including L1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may havelittle effect.3) Sources of L1 input and interaction vary for cultural and socialfactors.4) Children get adequate L1 input and interaction→sources has littleeffect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learningⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie language acquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learned from theinput.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained bylanguage-specific input.Children often say things that adults do not.♦Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.♦Patterns of children’s language development are not directly determined by the input they receive.。
第一章 第二语言习得概论(完全版)
二、第二语言习得研究范畴
三、第二语言习得研究与语言学
四、第二语言习得研究与心理学
五、第二语言习得研究与心理语言学
六、第二语言习得与语言教学
二、第二语言习得研究与语言学
语言学 联 系 第二语言习得
第二语言习得 ＝ 语言学的消费者 第二语言习得 ＝ 语言学的贡献者
消费者？
贡献者？
关于“至于”的思考
A
至于 B（NP） ， C
二、第二语言习得研究与语言学
语言学 联 系 第二语言习得
第二语言习得 ＝ 语言学的消费者 第二语言习得 ＝ 语言学的贡献者
二、第二语言习得研究与语言学
语言学
联 系
第二语言习得
第二语言习得 ＝ 语言学的消费者 第二语言习得 ＝ 语言学的贡献者
母语者的语言系统 学习者的语言系统、学习者、 习得过程与机制
一、母语 VS 目的语
2、目的语（target language）
• “目的语”，也称“目标语”，一般是指学习
者正在学习的语言。
• 正在学习的母语、第二语言、第三语言……
• 与学习者的语言习得环境无关。
• Eg.在中国学习汉语
在美国学习汉语
二、第一语言 VS 第二语言
• 母语和第一语言 母语：所属种族、社团使用 第一语言：语言习得的顺序 一般母语＝第一语言
三、习得 VS 学习
• 隐性知识和显性知识之间是否可以转化？
• 无接口（Krashen 早期观点）
• 有接口（Bialystock） • 什么样的教学有助于知识的转化？
四、第二语言习得 VS 外语习得
主要依据学习者学习目的语的社会环境来区分
1、第二语言习得（ Second language acquisition）
第二语言习得导论 (笔记)
第二语言习得：是指人们在获得母语的基础上习得另一种或几种语言的过程。
母语：第一语言，通常是指学习者所属种族，社团使用的语言，因而也称作“本族语”。
就语言获得的方式而言，习得是指非正式的语言获得，儿童大都是通过这种方式来获得母语的，学习是指正式的语言获得，即通过课堂教学的方式来获得第二语言。
就语言获得的心理过程而言，习得是指在下意识状态下获得的语言，而学习一般是指有意识的语言获得。
心理学者一般称前者为内隐学习，后者为外显学习。
习得是通过无意识或者下意识的方式来获得语言知识。
学习则是在有意识的状态下，通过规则学习来获得语言知识。
就语言获得的知识类型而言，通过习得方式获得的是隐性语言知识，通过学习获得的是显性语言知识，所以，学者们通常用“picking up a language”来描述习得，就像儿童那样下意识的，毫不费力的获得一种语言。
而学习，学者们认为knowing about a language，即学习一种显性语言知识，而不是language learning，即获得一种语言。
SLA的发端：20世纪60年代末。
1、在《中介语》中首次提出SLA的研究对象：学习者的语言系统（学习者在目的语学习的过程中产生的语言）。
2、把学习者的语言系统作为与其母语和目的语系统相对应的，独立的语言系统。
汉语作为SLA的研究起点：《中介语理论与外国人学习汉语的语音偏误分析》鲁健骥，1984。
乔姆斯基对“刺激——反应”模式的批判1、语言最重要的特点之一是移置型，行为主义无法表达这种特性。
2、句子结构的重要特征之一是成分结构和表层结构的不吻合性。
3、合乎语法的句子不一定有意义。
4、行为主义无法合理解释语言习得。
行为主义对语言本质的看法：1、语言是一套习惯，语言习得是此习惯的养成。
2、揭示语言行为的模式是刺激反应理论。
3、人们的话语就是对其环境或他人的语言，行为所做的一系列反应。
4、把语言行为加以强化，便形成了语言习惯。
5、语言行为则是语言习惯的总和。
《二语习得引论》(第二章)翻译报告
L1speakers(in millions)L2speakers(in millions) Chinese1,20015
English427950
Spanish266350
a second or a later-acquired language,at least
portion of their formal education,than there are children educated exclusively via the first language.(1999:1)
Given the size and widespread distribution of multilingual populations,it is somewhat surprising that an overwhelming proportion of the scientific attention which has been paid to language acquisition relates only to monolingual conditions and to first language acquisition.While there are interesting similarities between L1and L2 acquisition,the processes cannot be equated,nor can multilingualism be assumed to involve simply the same knowledge and skills as monolingualism except in more than one language.This point is made most cogently by Vivian Cook,who introduced the concept of multilingual competence(his term is“multicompetence”)to refer to‘'the compound state of a mind with two【or more]grammars”(1991:112).This is distinguished from monolingual competence(or“monocompetence”in Cook’S terminology),which refers to knowledge of only one language.
二语习得引论-读书笔记-chapter-1-2
一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语） also commonly called a target language (TL)3.Basic questions:1). What exactly does the L2 learner come to know?2). How does the learner acquire this knowledge?3). Why are some learners more successful than others?4.linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages.(bilingualism: 2 languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠ 2 monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages can only beestimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information may not bereliable.3) A lack of agreement on definition of terms and on criteria foridentification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the1) Refers to: Humans are born with an innate capacity to learnlanguage.2) Reasons:♦Children began to learn L1 at the same age and in much the same way.♦…master the basic phonological and grammatical operations in L1 at 5/ 6.♦…can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often systematically different from those of the adults around them.♦There is a cut-off age for L1 acquisition.♦L1 acquisition is not simply a facet of general intelligence.3)The natural ability, in terms of innate capacity, is that part oflanguage structure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate socialexperience (including L1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may havelittle effect.3) Sources of L1 input and interaction vary for cultural and socialfactors.4) Children get adequate L1 input and interaction→sources has littleeffect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learningⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie language acquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learned from theinput.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained bylanguage-specific input.Children often say things that adults do not.♦Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.♦Patterns of children’s language development are not directly determined by the input they receive.。
第二语言习得阅读笔记
《第二语言习得》阅读笔记:习得笔记一1 外向型的学习者善谈和善于反映有利于获得更多的输入和实践机会，但他们往往不注重语言的形式。
内向型的学习者更长于利用他们沉静的性格对输入与规则进行深入细致的分析，对语料进行对比观察，因而在注重形式与规则的教学环境下更有优势。
（评：因而对于不同性格场学员要有不同的教学策略与教学方法）2 动机和态度是决定不同学习者达到不同程度水平的主要因素。
动机可以分为情景性动机，工具性动机，社会性动机（综合性动机）（评：因而刺激并加强学习者学习动机促使其主动学习是外语教学的必要策略。
）3 理想的外语学习者特点 a 可以适应团体的活力与语言的交际特性，克服焦虑 b 积极寻找机会使用目的语，并练习倾听指向他的言语，作出反应 c 通过学习规则掌握交际的多样形式，并可以创造性使用 d 在进入少年阶段，应该积极主动地学习基础的语言概念与规则（语法）d. 主动地区分、储存并监测目的语的特征，并可以在过程中持续纠正。
e 具备外语学习强烈的综合动机与工具性动机习得笔记二1 通过偏误分析发现，只有25%的语言偏误由于母语的负迁移导致，其他往往由于过分应用一般认知手段，如类比及概括等产生。
（评：学习者过度自信对于语言学习有害。
教学者在讲解规律时，除了一般性规律，一定不可以特殊的现象）2 对待偏误的态度行为主义观点：错误是刺激反应过程中的偏差，需要新的正确的刺激强化加以矫正。
认知主义观点：错误恰恰说明学习者是灵活积极的，有辨别能力的，不需特别的加以矫正，错误会随着对目的语了解的深入自然消失。
3 因而教师对待偏误的态度：a 规则无知引起的理解性错误，指出并讲解，b 表达性错误，初期—接触正确言语，促使其意识并逐步理解纠正中后期—指出并强化正确言语（刺激—反应）（评：偏误分析的最大价值为改变了教师对于偏误本质的认识）习得笔记三1 一般而言，词汇错误比语法错误更影响交流，语音错误除非十分严重，否则影响最小。
二语习得理论第1讲、第2讲2013
苏淳的升华
穿是一种生活必须或者是礼仪必备。 戴是一种锦上添花。
语音、语法、汉字
*这些鲜花是被他送的。 *发现了田里的苗都被死了。
为什么不成立？ 汉字：笔画教学 部件-结构教学法
2.了解中华文化、不同国家的文化差异、时事 。
法国女生：假如台湾人不希望统一，那么中国政府为什么 一定要统一呢？ 教师： 那法国的科西嘉岛要独立，法国政府同意吗？ 法国女生：同意，只要人民投票决定。 (因为她觉得这些地方对她的国家来说没什么意义。) 教师：那为什么法国还占领着别国的领土，占领着殖民地？ 法国女生：那是以前的事，在60年代法国已经允许殖民地独 立了。 这时，班里的两个非洲学生，一个是塞拉利昂的，一个赞 比亚的一齐冲她喊：谁说的？你们还占领着圭亚纳，并且 用来进行核武器试验。 这个女生此后再也不就台湾、西藏这样的问题进行“挑衅” 了。
习得
一部分学者认为习得=学习。 还有一部分学者认为习得≠学习。 “习得”(acquisition)：非正式的、自然状 态下、下意识的语言获得，比如儿童母语 的获得方式；“ 学习”(learning)：正式的、有意识的获得 语言知识，比如通过课堂教学的方式来获 得第二语言。
二语习得环境
课堂环境 自然环境 二语环境 外语环境
你能结合自己学习英语的经历举出 一些正迁移或负迁移的例子吗？
？
对比分析假说
奠基人查尔斯﹒福莱斯的两句名言： “外语教学就是把特定的外语教给具有特定 母语背景的学生。” “在对目的语和学习者的母语进行科学描写 和认真比较的基础上编写出的教材，是最 有效的教材”。
美国语言学家罗伯特﹒拉多1957年提出了 “对比分析假说”。
语言迁移理论 原有的习惯
影响
新习惯
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一．概论Chapter 1. Introducing SLA
1.Second language acquisition (SLA)
2.Second language (L2)
（也可能是第三四五外语）also commonly called a target language (TL)
3.
1). What exactly does the L2 learner come to know
2). How does the learner acquire this knowledge
3). Why are some learners more successful than others
4.
linguistic; psychological; social.
Only one (x) Combine (√)
Chapter 2. Foundations of SLA
Ⅰ. The world of second languages
1.Multi-; bi-; mono- lingualism
1)Multilingualism: the ability to use 2 or more languages. (bilingualism: 2
languages; multilingualism: >2)
2)Monolingualism: the ability to use only one language.
3)Multilingual competence (Vivian Cook, Multicompetence)
Refers to: the compound state of a mind with 2 or more grammars.
4)Monolingual competence (Vivian Cook, Monocompetence)
Refers to: knowledge of only one language.
2.People with multicompetence (a unique combination) ≠2 monolinguals
World demographic shows:
3.Acquisition
4.The number of L1 and L2 speakers of different languages can only be estimated.
1)Linguistic information is often not officially collected.
2)Answers to questions seeking linguistic information may not be reliable.
3) A lack of agreement on definition of terms and on criteria for identification. Ⅱ. The nature of language learning
1.L1 acquisition
1). L1 acquisition was completed before you came to school and the
development normally takes place without any conscious effort.
1) Refers to: Humans are born with an innate capacity to learn language.
2) Reasons:
♦Children began to learn L1 at the same age and in much the same way.
♦…master the basic phonological and grammatical operations in L1 at 5/ 6.
♦…can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often
systematically different from those of the adults around them.
♦There is a cut-off age for L1 acquisition.
♦L1 acquisition is not simply a facet of general intelligence.
3)The natural ability, in terms of innate capacity, is that part of language
structure is genetically “given” to every human child.
3. The role of social experience
1) A necessary condition for acquisition: appropriate social experience (including
L1 input and interaction) is
2) Intentional L1 teaching to children is not necessary and may have little effect.
3) Sources of L1 input and interaction vary for cultural and social factors.
4) Children get adequate L1 input and interaction→sources has little effect on
the rate and sequence of phonological and grammatical development.
The regional and social varieties (sources) of the input→pronunciation
Ⅲ. L1 vs. L2 learning
Ⅳ. The logical problem of language learning
1.Noam Chomsky:
1)innate linguistic knowledge must underlie language acquisition
2)Universal Grammar
2.The theory of Universal Grammar:
Reasons:
1)Children’s knowledge of language > what could be learned from the input.
2)Constraints and principles cannot be learned.
3)Universal patterns of development cannot be explained by language-specific
input.
♦Children often say things that adults do not.
♦Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to
understand these rules. Not learned from deduction or imitation.
♦Patterns of children’s language development are not directly determined by the input they receive.。