答案二语习得
《第二语言习得研究》期末问答梳理
《第⼆语⾔习得研究》期末问答梳理第⼆语⾔习得研究问答梳理1．如何区分“母语”与“第⼀语⾔”、“第⼆语⾔”与“第⼆语⾔习得环境”？答：母语指学习者所属种族、社团使⽤的语⾔，第⼀语⾔指⼉童幼年最先接触和习得的语⾔。
母语通常就是第⼀语⾔，但也有例外的情况。
⽐如在美国出⽣的汉族⼉童，他最先接触和习得的是英语，英语就是他的第⼀语⾔，⽽他的母语仍然是汉语。
第⼆语⾔指学习者在习得第⼀语⾔之后习得的语⾔，第⼆语⾔习得环境指学习者所学的语⾔在语⾔习得发⽣的环境中作为交际语⾔。
第⼆语⾔是相对于第⼀语⾔就语⾔习得的时间顺序⽽⾔的。
第⼆语⾔习得环境跟时序⽆关，着眼于在哪⼉学。
2．如何区分“⾃然的第⼆语⾔习得”与“有指导的第⼆语⾔习得”？答：从习得⽅式和环境两⽅⾯区分。
⾃然的第⼆语⾔习得（naturalistic SLA）以交际的⽅式，在⾃然的社会环境下发⽣的；有指导的第⼆语⾔习得（instructed SLA）以教学指导的⽅式，在课堂教学环境中发⽣。
3．什么是语⾔能⼒？什么是语⾔表达？答：语⾔能⼒（competence）是⼀种反应交际双⽅语⾔知识的⼼理语法，语⾔表达（performance）是交际双⽅在语⾔的理解与⽣成过程中对其内在语法的运⽤。
语⾔能⼒是关于语⾔的知识，语⾔表达是关于语⾔运⽤的知识。
4．第⼆语⾔习得研究与语⾔学研究的对象、⽬的和⽅法有何不同？5．如何看待第⼆语⾔习得研究与⼼理学和⼼理语⾔学的关系？答：（1）第⼆语⾔习得研究与⼼理学的关系：（2）第⼆语⾔习得研究与⼼理语⾔学的关系：有⼈把第⼆语⾔习得研究看做⼼理语⾔学的分⽀，其实他们有诸多不同：6．第⼆语⾔习得研究的学科性质和学科特点是什么？答：跨学科。
7．为什么第⼆语⾔习得研究领域的学者把Corder和Selinker发表的⽂章作为第⼆语⾔习得研究的起点？（the significance of learners’答：因为Corder 1967年发表的《学习者偏误的意义》errors）和Selinker 1972年发表的《中介语》（Interlanguage）先后明确了第⼆语⾔习得研究的研究对象，创建了相似的理论假说，指明了第⼆语⾔习得研究的⽅向，为后来的第⼆语⾔习得研究奠定了坚实的理论基础。
《第二语言习得研究》问答梳理
第二语言习得研究问答梳理1．如何区分“母语”与“第一语言”、“第二语言”与“第二语言习得环境”？答：母语指学习者所属种族、社团使用的语言，第一语言指儿童幼年最先接触和习得的语言。
母语通常就是第一语言，但也有例外的情况。
比如在美国出生的汉族儿童，他最先接触和习得的是英语，英语就是他的第一语言，而他的母语仍然是汉语。
第二语言指学习者在习得第一语言之后习得的语言，第二语言习得环境指学习者所学的语言在语言习得发生的环境中作为交际语言。
第二语言是相对于第一语言就语言习得的时间顺序而言的。
第二语言习得环境跟时序无关，着眼于在哪儿学。
2．如何区分“自然的第二语言习得”与“有指导的第二语言习得”？答：从习得方式和环境两方面区分。
自然的第二语言习得（naturalistic SLA）以交际的方式，在自然的社会环境下发生的；有指导的第二语言习得（instructed SLA）以教学指导的方式，在课堂教学环境中发生。
3．什么是语言能力？什么是语言表达？答：语言能力（competence）是一种反应交际双方语言知识的心理语法，语言表达（performance）是交际双方在语言的理解与生成过程中对其内在语法的运用。
语言能力是关于语言的知识，语言表达是关于语言运用的知识。
4．第二语言习得研究与语言学研究的对象、目的和方法有何不同？5．如何看待第二语言习得研究与心理学和心理语言学的关系？答：（1）第二语言习得研究与心理学的关系：（2）第二语言习得研究与心理语言学的关系：有人把第二语言习得研究看做心理语言学的分支，其实他们有诸多不同：6．第二语言习得研究的学科性质和学科特点是什么？答：跨学科。
7．为什么第二语言习得研究领域的学者把Corder和Selinker发表的文章作为第二语言习得研究的起点？答：因为Corder 1967年发表的《学习者偏误的意义》（the significance of learners’ errors）和Selinker 1972年发表的《中介语》（Interlanguage）先后明确了第二语言习得研究的研究对象，创建了相似的理论假说，指明了第二语言习得研究的方向，为后来的第二语言习得研究奠定了坚实的理论基础。
英语二语习得66题问答+答案
Discussion Questions of SLAChapter 1: Learning a first language1. Think of three or four ‘telegraphic’sentences that a young child might produce. These may be in English or another language you know well. How are these ‘little sentences’ similar to those in the adult language? How are they different?Both of sentences contain the necessary key words, especially nouns, verbs and adjectives. But, telegraphic sentences are shorter, and lack function words, in which grammatical elements are often omitted or inserted incorrectly, and single-clause.2. Researchers have used both longitudinal and cross-sectional approaches to investigate the order of acquisition of grammatical morphemes in English by young children. Describe these approaches in your own words. What are the challenges and the potential benefits of each?Cross-sectional approach studies subjects at different ages and stages of development. Longitudinal approach study the same learner’s over a period of time.Longitudinal study approach takes a lot of time and are very expensive and inconvenient. Meanwhile longitudinal studies track the same people, avoid differences of cultural differences across generations, and make observing changes more accurate.When it comes to cross-sectional approach, routine data not designed to answer the specific question, and other variables will affect the relationship between the cause and effect. The use of routinely collected data allows large cross-sectional studies in large scale, and cost less to the researcher.3. What is the ‘wug test’? What do the findings from the wug test tell us about Children’s developing language? What advantages does the wug test have over studies that observe children’s language in natural settings? Can you think of some disadvantages?“Wug test” is designed as showing students make-up words, and blank filling exercise, to explore children’s knowledge of language.By age four, children have mastered the basic structure of the language.It can be demonstrated that children not only know a list of memorized word pairs, but can apply these rules to words which they have ever heard before.The acquisition of the more complex grammatical structures of the language requires a different sort of explanation.4. What is metalinguistic awareness? Why is it a prerequisite for being able to understand most jokes and riddles? Think of a joke or riddle you know. How is metalinguistic awareness related to your understanding of what makes this joke funny?The ability to treat language as a object, separate from the meaning it conveys.Metalingusitc awareness also includes the discovery of such things as ambiguity---words and sentences that have multiple meaning.A joke always relates to funny pun, which is closely related to metalinguistic awareness.5. What have researchers observed about the frequency with which young children engage in imitation and repetitive practice? In what way are young children’s linguistic imitation and practice patterns different from those of some foreign language classes?From less than 10 percent to 40 percent.Young children choose what they will imitate and practice, and the choice is based on something they have already begun to understand, which is different from foreign language classes.6. Give examples of both grammatical and lexical overgeneralization errors found in early child language. What is the general learning principle that underlies such errors?Randall(2,9): Are dogs wiggle their tails?Randall(3,0) asks: Why? So he can doc my little bump?Children appear to pick out patterns and then generalize them to new contexts.7. How do the stories of Victor and Genie (pages 19–21) support the critical period hypothesis? Do you find this evidence convincing? Why do most researchers consider that the evidence from users of American Sign Language that was collected by Newport and her colleagues (page 21) is stronger support for the CPH?Victor and Genie who have been deprived of contact with language in their early years, CANNOT learn language like normal people, reason of which may be that their language acquisition device was stimulated too late.No, because the sample is too unusual and other factors are not excluded.Because the children are usual learners and the circumstances of their early lives are known to the researchers.8. How are Piaget’s and Vygotsky’s views of first language acquisition similar? How do they differ?Both of them stand in the interactionist position, believe that children are active learners and development declines with age.Piaget believes that children's cognitive development would partly determine how they use language; while Vygotsky believes that Language develops entirely from social interaction.9. What was unusual about Jim’s exposure to language? How does this case support an interactionist perspective on language acquisition?Jim had little contract with hearing/speaking adults up to the age of 3,9, only contract with oral language was through TV. His parents did not use sign language with Jim.It was Jim’s conversations with sessions with an adult improve his language development, which is highlighted in interactionist perspective.Chapter 2: Theoretical approaches to explaining second language learningThe behaviourist perspective10. State the Contrastive Analysis Hypothesis (CAH) and explain why it is often linked to the behaviourist theory. What are its limitations?①The CAH predicts that where there are similarities between the first and second languages, the learner will acquire second language structures with ease; where there are differences, the learner will have difficulty.②Because the CAH is based on behavi orists’ explanation on the learning of L1, that language development is the formation of habits; it is assumed that a person learning a second language starts off with the habits formed in the first language and that these habits interfere with the new ones needed for the second language.③limitations: a) The theory itself has its imperfections: the differences of the first and second languages do not necessarily lead to difficulties; students’ difficulties in using second language does not lead to errors. b) According to empirical evidences: only a few errors made during the second language learning attributes to the interferences of the mother tongue; not all errors predicted by the CAH are actually made; many of the errors which learners do make are not predictable on the basis of the CAH.11. What contribution has behaviourism made to our understanding of how languages are learned? What is the theory not able to explain?①Behaviorism accounts for the learning of L1 in terms of imitation, practice, reinforcement and habit formation, and helps to explain that the process of L2 learning would be interfered by L1.②Behaviorism fails to explain children’s acquisition of the m ore complex grammatical structures of the language in L1 learning.The innatist perspective12. Sum up, in your own words, the main points surrounding the debate about the nature and availability of UG in SLA. Where do you stand?①Main points: a) the nature and availability of UG in L2 acquisition is no different from that which is hypothesized to guide L1 learners. b) UG operates in L2 acquisition, but via the L1. c) UG is not available to L2 learners.②I agree on that UG operates in L2 acquisition the same as L1, because UG is considered to consist of a set of principles which are common to all languages and it has explained L2 acquisition to some extent, for example, error correction.13. Name the five hypotheses that make up Krashen’s Monitor Model. According to this model, what conditions must be present for ‘acquisition’ to take place? What are the conditions for language ‘learning’?①The acquisition-learning hypothesis; The monitor hypothesis; The natural order hypothesis; The input hypothesis; The affective filter hypothesis.②Meaningful interaction in the target language; exposure to adequate and comprehensible input:" i+1".14. W hat are the limitations of Krashen’s theory? Why do you think that Krashen’s ideas have been so influential in second- and foreign-language education?①The main limitations are: a) there are difficulties to define; b) it is mostly based on observation, but lacks empirical researches.②It appears to have immediate implications for classroom practice; it appeals intuitively to those who have tried unsuccessfully to learn a language in conditions where they felt stressed or uncomfortable.The cognitive perspective15. How does information-processing model explain SLA?From the view of information processing, SLA is the building up of knowledge systems that can eventually be called on automatically for speaking and understanding.Interactionist position16. In what way are proponents of the interactionist position in SLA in agreement with Krashen’s monitor model? In what way do they go beyond it?①Interactionists agree that comprehensible input is necessary for languageacquisition.②They are more concerned with the question of how input is madecomprehensible;③they assume that all cognitive development arises as a result of socialinteractions between individuals.17. What kinds of conversational modifications do native speakers make when they talk to non-native speakers? What similarities and differences would you expect tofind between these modifications and those that are observed in child-directed speech? Why?①Modified interaction involve linguistic simplification, elaboration, slower speech rate, gesture, or the provision of additional contextual cues.②similarities: they are both conversational interaction; they both involve a slow rate of delivery, repetition, some clues, etc.③differences: a) child-directed speech: children still learn language by their siblings even without such modification from parents; comprehensible input is the focus; b) these modification in interaction: how the input is made comprehensible is more important; it is not the simplification but an opportunity to interact with others.④Different objects—one is for the first language learning and one is for the second language learning; the difficulties—it’s harder to learn the second langu age.18. Several theories for L2 learning have been proposed in this chapter. Is one of them more consistent with your own understanding of how languages are learned? If so, how have your experiences as a learner brought you to this view?I agree on Krashen`s monitor model. He cites evidences of some fluent speakers without having learned rules, while others may 'know' rules but fail to apply them in real language use( like some incompetent 'high-score' learners). According to my experience, adequate practice can make learned knowledge habitual so that it is available for spontaneous use in real communication. In this case, the learned language becomes the acquired knowledge.Chapter 3: Factors affecting second language learning19. Why is it difficult to assess the influence that personal characteristics have on the development of L2 proficiency?①it is not possible to directly observe and measure qualities such as motivation and intelligence.②personal characteristics are not independent.③it is not widely acknowledged that how the language proficiency is defined and measured.Intelligence20. Lan guage learners’ performance on IQ tests is related to certain aspects of L2 ability but not to others. Give examples to explain this statement.In our experience, many students whose academic performance has been weak have experienced considerable success in second language learning.Aptitude21. What lessons can language teachers learn from the research on language aptitude and L2 instruction by Wesche (1981)?It is that a high level of student and teacher satisfaction when students were matched with compatible teaching environments.Learning styles22. Based on what you read in this chapter, do you think that there is an ideal way to teach/learn a language? For example, as a foreign language learner or teacher, what are your views about teaching grammar? Do you have any specific preferences for how it should be taught or when? Do you know what your students’ preferences might be for grammar teaching and do you think it would be useful to find out?①I don't think there is an ideal way to teach or learn a language.②Teaching grammar is of great importance. It is not only about what the rules are but also how to use the rules.③I have a preference for teaching grammar in context, and I think that it should be taught in early childhood.(Before age 15)④Funny and challenge activities might be students’preference for grammar teaching. It would be useful to find out students’preference for it.Personality23. What can we learn from research about the relationship between L2 learning and• extroversion• inhibition①It is often argued that an extroverted person is well suited to language learning. However, research does not always support this conclusion.②Inhibition is a negative for L2 learning as it discourages risk-taking. It may also has more influence in language performance than in language learning.Motivation and attitudes24. Define instrumental and integrative motivation in your own words and give an example to illustrate each. Comment on how these types of motivation might be manifested differently in different learning environments.①Instrumental motivation refers to languange learning for immediate or practical goals. Example: Many college language learners have a clear instrumental motivation for language learning: They want to fulfill a college language requirement!Integrative motivation refers to language learning for personal growth and cultural enrichment. Example: Someone becomes a resident in a new community that uses the target language in its social interactions.②In learning environment such as school, these types of motivation might bemanifest as integrative or instrumental. In learning environment such as society they might be manifest as mono-cultural or bicultural.Learner beliefs25. How did Carlos Yorio (1986) reveal that it is important for teachers to consider the beliefs their students hold about language instruction? How might this change their approach to teaching a particular group of students?①In a survey for international students learning ESL in a highly communicative program, students express their dissatisfaction and concern about the type of communicative instruction they received, which implied with their beliefs about language instruction.②Guide them to choose the suitable learning strategies or adjust his own teaching method.Age of acquisition26. Which language features were studied in Patkowski’s (1980) study to examine L2 development of immigrants? Does his study support the Critical Period Hypothesis (CPH)? How?①Accent, syntax, phonological development, Morphology.②He sets limits on the development of native-like mastery of a second language and that this limitation does not apply only to accent.27. Snow and Hoefnagel-Höhle carried out a comprehensive study in which they assessed language development of L2 speakers on a variety of measures. Describe the development of the child, adolescent, and adult L2 learners in relation to each other. In your own words, explain why the results may not be relevant for assessing the Critical Period Hypothesis (CPH).①In the first period, the adolescents made the most progress. In the first period, the adults did better than the children and adolescents on pronunciation. By the end of the year, children were catching up and even surpassed the adults on several tests.②Some of the tasks were too difficult for young learners. For adults and adolescents, L2 may be similar to L1, they may learn faster. Young children eventually catch up if they have enough exposure to L2. Adults and adolescents can make rapid progress because they can make use of L2 in daily interaction. Chapter 4: Learner LanguageLearner Language28. A language learner begins making errors with a feature of the language that was previously used correctly. What does this suggest about the way in which thefeature was previously learned? Why might one be justified in concluding that the learner has actually made progress? Illustrate with examples.①It suggests that movement from one point in a sequence of development to another can actually lead from apparently correct performance(Sometimes based on rote learning or very limited knowledge.) to incorrect performance(Based on an emerging understanding of the underlying rules or grammatical relationships in the language being learned.).②I buyed a bus ticket.Second language learners usually learn the irregular past tense forms of certain verbs before they learn to apply the regular simple past -ed marker. It means that a learner who says 'I buyed a bus ticket' may know more about English grammar than one who says 'I bought a bus ticket.'29. What was an important difference between the error analysis approach to understanding L2 learner language and the contrastive analysis approach?The main difference between these two is that contrastive analysis was the basis for identifying differences between the first and second languages and for predicting areas of potential error, but error analysis tries to discover and describe differnt kinds of erros in an effort to understaning how learners process L2 data, and it focus on identifying the errors from L2 production.(Error analysis differed from contrastive analysis in that it did not set out to predict errors. Rather, it sought to discover and describe different kinds of errors in an effort to understand how learners process second language data. )30. What phenomenon did Larry Selinker describe when he coined the term interlanguage? What does it mean to say that interlanguages are both systematic and dynamic?Characteristics influenced by:①learner's previously learned language(s)②some characteristics of the second language③some characteristics which seem to be very general and tend to occur in all or most interlanguage systemSystematic: Interlanguage is relatively independent of the language system, it has a unique set of pronunciation, grammar and vocabulary rule system.Dynamic: Interlanguage is continually evolving as learners receive more input and revise their hypothese about the second languge.31. There are various kinds of errors made by learners, such as developmental errors, overgeneralization, simplification, transfer (or interference errors), and avoidance. Give an example of each to explain.Developmental errors are errors which reflect learners’ understanding of the second language system itself rather than an attempt to transfer characteristics of their first language.(eg. a cowboy go, they plays )Overgeneralization: errors caused by trying to use a rule in a context where it does not belong.(eg. I play the game. We play the game. She play the game.He play the game.)Simplification: errors where some elements of a sentence are left out or where all verbs have the same form regardless of person, number, or tense.(eg. I play games today. I play games yesterday. / I play games today. He play games, too.)Transfer (interference errors) are errors which caused by the habits formed in the first language interfere with the new ones needed for the second language.(eg. In French, direct objects which are nouns follow the verb, but pronoun direct objects precede the verb, so a French learner of English may say ‘The dog it eats’.)Avoidance: Learners sometimes avoid using certain features of language which they perceive to be difficult for them.(eg. “A+倍数+the size/height/length/width+of+B”This street is four times the length of that one./This street is four times as long as that one.)Developmental Sequences32. An L2 learner, in speaking about his brother, tells you ‘he don’t eat meat’. What stage of negation would he be at: Stage 2 or Stage 3? What evidence would you need to have confidence in your assessment?don’t →negation →The speaker is in stage 2.(or stage 3?)Stage 1：The negative element (no/not) is typically placed before the verb or the element being negated.（E.g. I not like it.）Stage 2：‘no’and ‘not’may alternate with ‘don’t’. However, ‘don’t’is not marked for person, number, or tense and it may even be used before models.(E.g. He don’t like it. /I don’t can sing.)Stage 3: Learners begin to place the negative element after auxiliary verbs like ‘are’ ‘is’ and ‘can’. But at this stage the ‘don’t’ form is still not fully analyzed.(E.g. You can not go. /He was not happy./She don’t like rice.)Stage 4: ‘do’ is marked for some tense, person, and number.(E.g. He doesn’t like it. We didn’t see it.)For some time, however, learners may continue to mark tense, person, and number on both the auxiliary and t he verb.(E.g. I didn’t went there. )33. The description of developmental stages suggests that a learner’s L1 interacts with developmental sequences in the L2 acquisition of negation, questions, relative clauses, and past tense. Give an example of each, using either the information in the text or from your knowledge of how learners from other L1 backgrounds developthese language features.Second language learners from different first language backgrounds behave somewhat differently with the stage of using negation.(eg. 4 stages)Second language learners learn to form questions in a sequence of development which is similar in most respects to first language question development. (eg. ‘Können sie tanzen?', 'Can they dance?' German learners of English wil l pass through a pharse of asking quesitons without inversion, However, once they reach stage4 and ask English questions with subject-auxiliary inversion, they may assume that suject-verb inversion is also possible. They may form questions such as ' Play you baseball?')Second language learners first acquire relative clauses which refer to nouns in the subject and direct object positions, and only later(and in some cases, never) learn to use them to modify nouns in other sentence roles(for example, indirect object and object of preposition) (eg. In Chinese, we don't have sentence structure like this. We usually use many adjs to modify a noun instead of using subordinate clauses.) Reference to psat is one example of developmental sequence which reflects learners’ changing ability to express the same meaning. (eg. In Chinese, we don't have the grammatical morpheme -ed being attach to the verb when we talk about something happen in the past. We may notice that by the influence of our mother tounge many students forget to add -ed especial in spoken English.)34. The car that mine is similar to is over there. According to the accessibility hierarchy for relative clauses in English, which clause type is this? If we find evidence that an L2 learner is capable of producing this sentence, what other relative clause types can this learner probably also produce?This is a object clause in which the object is introduced by the preposition “to”. This learner can also produce subject clause, direct object clause, indirect object clause. Languages which included the structures at the bottom of list would also have those at the top. Research on this aspect of second language development: A learner can use one of the structures at the bottom of the list, he/she can use any the precede it.35. Which of the following verbs would beginner level learners most likely mark with past tense? Which would they be least likely to use past with? Explain your response by discussing how the verbs are different from each other.need a haircutmake lasagnawin a prizelike action moviesfeel nervousbreak a glassmost likely to marked past tense: break a glass/make lasagna/win a prizeleast likely to marked past tense: need a haircut/like action movies/feel nervousIn the beginning, learners with very limited language may simply refer to events in the order which they occurred or mention a time or place to show that the event occurred in the ter, learners start to attach a grammatical morpheme which shows that the verb is marked for the past.Even after they begin marking past tense on verbs, however, learners may still make errors such as the overgeneralization of the regular -ed ending.Kathleen Bardovi-Harlig and her collegues found that learners are more likely to mark past tense on some verbs(completed events) than on others(states and activities which may last for extended periods without a clear end-point).First language influence36. In addition to influencing how learners pass through developmental sequences, what other ways has a learner’s knowledge of L1 been observed to influence L2 acquisition? You should be able to identify at least four ways.①AvoidanceIf a feature in the target language is so distant and different from their firstlanguage, they prefer not to try it (Schachter 1974).②Learner’s sensitivity to degrees of distance or difference between L1 and L2Swedish and English belong to the same language family, while Finnish belongsto a different one. Because Swedish and English are closely related languages,bilinguals(who can speak Swedish and Finnish) tend to avoid using Finnish as asource of possible transfer, whether their own first language is Swedish orFinnish (Hakan Ringbom 1985).③Similar but not identical language patternsSometimes, L1 makes it difficult for learners to notice that something they aresaying is absent from the target language, as the learner’s interlanguage form doesnot cause any difficulty in conveying meanings (Lydia White 1989).④Interaction when learners encounter in the inputThe interaction during the input sessions includes L1, some universal knowledgeor processes, and the samples of the target language. We may see how instructionand metalinguistic information contribute to this interaction in Chapter 6.Chapter 5: Observing second language teaching37. Make use of the table on P93 and try to explain the characteristics of natural acquisition, traditional instruction and communicative instruction.①In natural acquisition settings, learners’ errors are rarely corrected. Learners will be exposed to a wide variety of vocabulary and structures, is surrounded by the language for many hours each day, usually encounters a great number of proficient or native speakers of the target language, observe or participate in many different types of language events, have less pressure to speak. Modified input is available in many one-to-one conversations.②In traditional instruction settings,learners’ errors are freq uently corrected. Linguistic items are presented and practiced one at a time. Learning is often limited to only a few hours a week. The teacher is often the only proficient speaker the students interact with. Learners experience a limited range of language discourse types and often feel great pressure to speak or write the second language. Modified input is given only when they use the target language, ensuring comprehension and compliance.③In communicative instruction settings, error correction is limited. Input is simplified and made comprehensible by the use of contextual cues, props, and gestures, rather than through structural grading. Learners usually have only limited time for learning, limited contact with proficient or native speakers of the language, have access to a variety of discourse types, have little pressure to perform at high levels of accuracy. Modified input is a defining feature of it.38. When conducting classroom-based SLA studies, what might be some advantages of using observation schemes such as the COLT? What disadvantages might there be?Advantages: ①Observation schemes,like COLT and others can be used to examine relationships between differences in teaching practices and differences in second language learning.②It can also be used in the training of new teachers and in the professional development of experienced ones.③It can lead to a greater understanding of the complexities of the teaching process as well as to more critical reflection on our pedagogical practices.Disadvantages:①Sometimes observation schemes are perceived as judgemental rather than developmental.②Some observation schemes need people spend a long period to observe before making a conclusion.③Observation schemes usually cost money and some forms of them are expensive.。
二语习得——精选推荐
⼆语习得1、A、第⼆语⾔:是按时间先后区别于第⼀语⾔的语⾔，是按习得顺序划分出来的结果。
B、外语:是以国家民族为标准划分出来的结果，与母语相对。
2、教学理念:是关于语⾔学习和语⾔教学的基本认识及观念，是从⼀个⼈所受的全部语⾔教育中，从这个⼈和语⾔学习有关的全部经历当中感悟出来的。
（名词解释）3、⽔平、能⼒、表现的关系（简答）①、能⼒是抽象的知识或知识的状态；⽔平是运⽤知识的本领；表现是⽔平付诸实施的结果。
②、能⼒和⽔平在某种意义上都与表现相对，在很多时候，他们被看成是同义词。
③、能⼒决定表现，表现反映能⼒。
④、能⼒和⽔平都⽐较抽象，不能直接观察和测量。
在语⾔教学中，通常是根据学⽣的表现（特别是测试中的表现）来推测他的⽔平和能⼒；在语⾔研究中，通常采⽤反思、直觉判断等⽅法来推测语⾔能⼒。
4、卡纳尔和斯伟恩提出的交际能⼒模型包括:语法能⼒、社会语⾔学能⼒和策略能⼒。
（填空）5、乔姆斯基的普遍语法（填空）6、两岁到13岁这段时期，列尼博格称为语⾔习得的“关键期”（填空）。
7、对⽐分析的代表⼈物是罗伯特·拉多。
（填空）8、作为假说，对⽐分析有强式和弱式之别。
⼆者的异同（简答）：①、同:⼆者都包含两种语⾔之间的对⽐。
②、异：（1）弱式假说把语⾔迁移看成是错误来源之⼀，⽤对⽐分析的结果来解释学习者的错误。
不过，弱式假说只解释已经发⽣的现象，没有预测能⼒，很难认为是⼀种学习理论。
（2）强式假说则把语⾔迁移看成是错误的唯⼀原因，并认为可以通过语⾔对⽐预测学习者的错误。
强式假说忽略的是在语⾔差异和错误之间还有⼀个学习过程。
9、对⽐分析的局限（简答）①、忽视了⼈的创造性，将语⾔获得过程同于建⽴在刺激-反应基础上的习惯形成过程也是不符合实际的。
②、结构主义语⾔学并没有为对⽐分析找到解决问题的出路。
③、对对⽐分析最主要的批评之⼀就是它将差异与困难等同起来。
④、对⽐分析的理论假设也受到实验研究和教学实践的挑战和质疑。
2020智慧树,知到《探秘二语习得》章节测试完整答案.docx
最新资料欢迎阅读2020 智慧树，知到《探秘二语习得》章节测试完整答案智慧树知到《探秘二语习得》章节测试答案第一章1、习得与学习二者之间的关系是割裂的。
()答案 :错2、最早发现习得与学习存在区别的是语言学家()A:乔姆斯基B:斯蒂芬 • 克拉申C:洪堡特D:斯韦恩答案 :斯蒂芬•克拉申3、关于习得与学习的关系，下列说法正确的是()A:可以用两个三角形表示 ;B:这两个三角形是倒置的 ;C:这两个三角形是部分交叠的 ;D:这两个三角形是完全重叠的。
答案 : 可以用两个三角形表示 ;, 这两个三角形是倒置的 ;, 这两个三角形是部分交叠的 ;4、成人完全可以做到和儿童一样习得外语。
()答案 :错5、儿童习得外语的能力总体上高于成人。
()答案 :对6、传统语言课堂收到的质疑越来越多，我们应该遵循习得规律，改革创新教学模式和方法。
()答案 :对7、最早获得的语言一定是最熟悉的。
()答案 :错8、一个在外国出生的华裔儿童，他最早接触的是汉语，成长过程中主要说英语，那么，下列说法正确的是 ()A:他的母语是汉语 ;B:他的第一语言是汉语 ;C:他的第二语言是英语 ;D:他的母语是英语。
答案 : 他的母语是汉语 ;, 他的第一语言是汉语 ;, 他的第二语言是英语 ;9、一个在外国出生的华裔儿童，他成长过程中只接触和说英语，那么，下列说法正确的是 ()A:他的母语是英语 ;B:他的第一语言是英语 ;C:他没有外语 ;D:他的外语是英语。
答案 :他的母语是英语;,他的第一语言是英语;,他没有外语;10、第一语言是语言学的概念，母语更多的牵涉到民族学问题。
()答案 :对11、语言学多是理论研究，心理学、心理语言学等多是实验研究。
()答案 :对第二章1、关于大脑和语言习得，行为主义心理学派有两个非常著名的观点，分别是 () 。
A:认为人的大脑存在语言习得机制。
B:认为语言能力是先天的。
第二语言习得考试试题
第二语言习得考试试题一、选择题（每题 2 分，共 40 分）1、第二语言习得中的“中介语”是指（）A 学习者母语和目的语之间的过渡语言B 学习者在学习过程中创造的一种独立语言C 教师为帮助学习者而使用的简化语言D 一种国际通用的辅助语言2、以下哪项不是影响第二语言习得的个体差异因素（）A 学习动机B 性格特点C 社会环境D 认知风格3、在第二语言习得中，“输入假说”的提出者是（）A 克拉申B 乔姆斯基C 皮亚杰D 布鲁纳4、学习者在第二语言习得过程中出现的“石化”现象，指的是（）A 语言能力停止发展B 语言错误固定化C 学习兴趣丧失D 学习方法不当5、以下哪种教学方法更注重语言的交际功能（）A 语法翻译法B 直接法C 听说法D 交际法6、第二语言习得中的“情感过滤假说”认为，以下哪种因素会影响语言输入的吸收（）A 自信心B 焦虑程度C 学习态度D 以上都是7、对于儿童和成人在第二语言习得方面的比较，以下说法正确的是（）A 儿童学习速度更快B 成人学习效果更好C 儿童在语音方面更有优势D 成人在语法方面更有优势8、以下哪项不是第二语言习得中的语言输出的作用（）A 检验语言知识B 提高语言流利度C 促进语言输入的理解D 减少语言错误9、学习者在第二语言习得中，对目的语规则的过度概括所产生的错误属于（）A 语际错误B 语内错误C 诱导错误D 随机错误10、以下哪种语言环境更有利于第二语言习得（）A 课堂教学环境B 自然语言环境C 双语环境D 单一语言环境11、在第二语言习得中，“监控假说”认为，学习者的语言输出主要受到（）的监控。
A 潜意识B 有意识C 情感因素D 语言规则12、以下哪项不是第二语言习得中的学习策略（）A 认知策略B 元认知策略C 情感策略D 语法策略13、对于第二语言习得中的“文化适应”，以下说法错误的是（）A 有助于语言学习B 只是了解文化知识C 包括价值观的适应D 能提高交际能力14、以下哪种测试方法更能准确测量学习者的第二语言实际运用能力（）A 标准化测试B 口语测试C 书面测试D 听力测试15、第二语言习得中的“关键期假说”认为，语言学习的最佳年龄是（）A 儿童时期B 青少年时期C 成年时期D 没有固定年龄16、以下哪项不是影响第二语言习得的外部因素（）A 教学方法B 教材质量C 学习者年龄D 语言环境17、在第二语言习得中，“可理解输入”的特点不包括（）A 略高于学习者现有水平B 有趣且相关C 语法复杂D 大量重复18、以下哪种反馈方式对第二语言习得最有效（）A 积极反馈B 消极反馈C 直接纠错D 引导自纠19、学习者在第二语言习得中出现的回避现象，主要是为了（）A 避免错误B 节省时间C 简化表达D 显示个性20、以下关于第二语言习得和第一语言习得的比较，错误的是（）A 学习动机不同B 学习环境相似C 认知能力有差异D 语言输入质量不同二、简答题（每题 10 分，共 30 分）1、请简述第二语言习得中的“输入假说”的主要内容。
对外汉语《二语习得》题库及答案
对外汉语《二语习得》题库及答案第一章单元测试1、判断题：习得与学习二者之间的关系是割裂的。
（）选项：A:对B:错答案: 【错】2、单选题：最早发现习得与学习存在区别的是语言学家（）选项：A:乔姆斯基B:斯蒂芬?克拉申C:洪堡特D:斯韦恩答案: 【斯蒂芬?克拉申】3、多选题：关于习得与学习的关系，下列说法正确的是（）选项：A:可以用两个三角形表示；B:这两个三角形是倒置的；C:这两个三角形是部分交叠的；D:这两个三角形是完全重叠的。
答案: 【可以用两个三角形表示；;这两个三角形是倒置的；;这两个三角形是部分交叠的；】成人完全可以做到和儿童一样习得外语。
（）选项：A:对B:错答案: 【错】5、判断题：儿童习得外语的能力总体上高于成人。
（）选项：A:对B:错答案: 【对】6、判断题：传统语言课堂收到的质疑越来越多，我们应该遵循习得规律，改革创新教学模式和方法。
（）选项：A:对B:错答案: 【对】7、判断题：最早获得的语言一定是最熟悉的。
（）选项：A:对B:错答案: 【错】一个在外国出生的华裔儿童，他最早接触的是汉语，成长过程中主要说英语，那么，下列说法正确的是（）选项：A:他的母语是汉语；B:他的第一语言是汉语；C:他的第二语言是英语；D:他的母语是英语。
答案: 【他的母语是汉语；;他的第一语言是汉语；;他的第二语言是英语；】9、多选题：一个在外国出生的华裔儿童，他成长过程中只接触和说英语，那么，下列说法正确的是（）选项：A:他的母语是英语；B:他的第一语言是英语；C:他没有外语；D:他的外语是英语。
答案: 【他的母语是英语；;他的第一语言是英语；;他没有外语；】10、判断题：第一语言是语言学的概念，母语更多的牵涉到民族学问题。
（）选项：A:对B:错答案: 【对】11、判断题：语言学多是理论研究，心理学、心理语言学等多是实验研究。
（）选项：A:对B:错答案: 【对】第二章单元测试1、多选题：关于大脑和语言习得，行为主义心理学派有两个非常著名的观点，分别是（）。
智慧树答案走进“第二语言”知到课后答案章节测试2022年
第一章1. 第一语言是人出生后最早接触的语言。
答案:错2. 按照克拉申的观点，习得是获取知识的过程。
答案:潜意识3. “中介语”这一概念是首先提出来的。
答案:塞林格4. “石化”是指中介语形式没有变化而出现的一种永久性停滞状态，常指“语言”的长久停滞状态。
答案:偏误形式5. “迁移”概念最早是由学者提出来的。
答案:拉多第二章1. 第二语习得研究的早期历史的第一个阶段是20世纪50年代到60年代，人们开始系统研究二语习得，其标志是_。
答案:对比分析假说;偏误分析理论2. 20世纪70年代到80年代初，学习者语言获得了同自然语言相同的地位，人们开始转向对语言习得机制的研究。
其标志是和两种理论的提出。
答案:克拉申系列假说;中介语理论3. 偏误分析理论重新复苏的时代是。
答案:20世纪 80年代末90年代初4. 第二语言研究学者关于偏误分析的文章成为第二语言习得研究的起点，偏误分析也成为应用语言学研究领域公认的一部分。
答案:科德5. 中介语也称为“语际语”或“过渡语”，是非本族语者产出的语言，是学习者形成的有关的系统化知识。
答案:目的语第三章1. 普遍语法理论的创始人是。
答案:乔姆斯基2. 乔姆斯基建立的转换-生成语法理论体系的标志是1957年出版的《》一书。
答案:《句法结构》3. 乔姆斯基的《》一书被认为是20世纪理论语言学研究上最伟大的贡献。
答案:《生成语法》4. 乔姆斯基理论中经常出现“UG”的概念，“UG”就是。
答案:普遍语法5. 乔姆斯基理论中经常出现“LAD”的概念，“LAD”就是。
答案:语言习得机制第四章1. 句子“*老师，你媳妇工作在哪儿？”主要涉及到下面哪些范畴？答案:得体性;准确性2. 迁移这一概念，是指个体将本族语言文化中的渗透到外国语言文化中去的二语习得现象。
答案:功能;意义;分布;形式3. 迁移不仅仅是母语迁移，还包括。
答案:目的语迁移;中介语迁移4. 俄罗斯学生把汉语的“啤酒”说成“bíjiǔ”,其错误下列描述正确的是？答案:将送气音ｐ与不送气音ｂ混淆了5. 汉语的“时间”，在韩语中的表现，属于？答案:语义扩大第五章1. 克拉申二语习得理论体系的理论核心是答案:输入假说2. Krashen认为是二语习得的必要条件。
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1、第一语言习得和第二语言习得的异同？（1）相同点：（反映了语言习得的普遍规律）A、两种语言的习得都必须具备一定的主观条件和客观条件。
主观：健全的大脑、语言器官；客观：一定的语言环境。
两种语言习得都是主客观条件相互作用的结果。
B、两种语言习得都是为了培养语言的交际能力。
C、两种语言习得都必须掌握语音、词汇、语法等要素和受文化制约的语用规则，都必须形成一定的听说读写技能D、两种语言习得大体上都经过感知、理解、模仿、记忆、巩固和应用阶段。
（2）不同点：A、习得动力不同：儿童是出于本能、生存和发展的需要；成人动机等多方面B、习得的环境和方式不同：儿童是在天然语言环境中习得的，充满感情、有丰富体势语，体现 i+1 式特点的“照顾式”语言，是以交际活动的参加者身份在真实交际中运用第一语言；成人在课堂中习得要从学发音、基本的词汇和语法开始，进展取决于教学计划和老师的指导，缺少真实的交际环境。
C、习得的过程不同儿童从接触实际事物开始，同时建立有关概念（包括时间、地点、空间等）。
语言能力与思维能力同时发展；成人要学一种新的表达方式，要经过第一语言的思维，借助已有的系统知识和经验来帮助习得第二语言，有时有益，有时干扰。
D 文化因素的习得不同儿童通过交际自然习得语言的同时也自然习得了文化和社会价值；第二语言习得过程中特别是在非目的语环境中，如果没有专门安排则不一定能同时习得该目的语文化，而且不同文化之间还可能产生文化冲突。
E 主体的生理、心理特点不同第一语言习得过程伴随着学习者的认知、情感、生理等方面的发展变化，而第二语言习得则是在上述变化基本完成以后进行的，两者习得的条件也不同。
成人第二语言习得的特殊规律需要进行充分研究。
2、一个成功第二语言学习者的特点？成功的第二语言学习者应该做到:1.有明确的学习目的目标,有较强的学习动力,有浓厚的学习兴趣,有克服困难的毅力。
2.积极用所学的语言进行交际,不怕犯错误,也就是“脸皮厚”,“不怕丢丑”。
3.在课堂上积极主动,不但注意语言的功能,同时也注意语言形式,语法概念清楚。
在初级阶段,不随便捏造没有听过见过的句子,善于猜测,而且准确率较高。
4.把学习和习得结合起来 1 7自然的习得只学言语,不学语言,而学习只学习语言,忽视言语。
5.不仅仅靠视觉,避免逐句逐词翻译,注意泛听、泛读善于排除冗余的信息,把握要点和大意。
6. 在第二语言文化环境中,能够在两种文化之间保持理想的距离,及排除母语文化所带来的保守性,又未被目的语文化所同化;对两种语言和文化的差异有清楚的了解,对歧视和差异保持理想的容忍度;具有适度的自尊心和移情。
3、如何看待中介语理论与对比分析、偏误分析之间的关系？早期的中介语理论是人们认识偏误分析和对比分析的局限后研究所的结论。
因此人们很容易认为对比分析、偏误分析、早期中介语理论这三者之间是一种承继的关系，但是这是一种误解。
三者在理论基础和研究方法上三者有明显的不同。
理论基础：对比分析是建立在行为主义心理学和结构主义语言学的基础上的，它试图从语言学习者外部寻找描写和解释学习者内部学习过程的方法；偏误分析是以认知心理学和普遍语法为基础，试图从分析学习者自身的但却片面的语言系统出发，解释其学习过程。
早期的中介语理论与对比分析的不同：早期中介语理论把学习者的语言系统看成一种不同于母语和目的语的、独立的、完整的语言系统，并且将其置于研究的核心地位。
对比分析没有把学习者的语言看成是一个独立的系统，而偏误分析虽然对这一点有所认识，但对学习者语言系统独立性的认识没有达到早期的中介语理论的水平。
研究方法：在研究方法上早期中介语理论与两者有一定的区别，首先中介语研究并不排斥对比，其对比是建立在三种语言系统对比的框架上的（母语、目的语、中介语），这和对比分析有很大的不同；另一方面，早期中介语研究也不排斥把偏误分析作为一种描写和分析的工具，但其分析的手段并不局限与偏误分析。
4、如何理解中介语语用学的定义？中介语语用学大致可以从两个角度来理解：作为第二语言运用的研究，中介语语用学考察非母语者如何理解和产出目的语的行为；作为第二语言学习的研究，中介语语用学研究非母语者如何发展他们理解和产出目的语行为的能力。
5、什么是语用语言能力和社会语言能力？语用语言能力：关注的是一种语言当中形式和功能的映射问题，即哪些语言材料可以用来实施特定的语言行为。
包括关于规约性的手段和规约性的形式的知识和实际运用这些知识的能力。
社会语言能力：研究的是某一特定语言文化社团的成员在特定的语境中如何实施和解释特定的语言行为，研究的是得体性的问题。
包括关于交际行为和权势、社会距离以及强加度之间关系的知识、关于交际双方权利义务、禁忌以及规约性行为的知识。
6、什么是语用迁移？语用迁移指的是学习者所具有的语用知识对第二语言语用信息的理解、产出以及学习所施加的影响，这种语用知识指的是与第二语言以外的语言和文化相联系的语用知识。
语用迁移不仅表现为一种静态的现象，还会随着学习者第二语言习得的深入而动态变化发展。
7、什么是第二语言的语用能力第二语言的语用能力包括语用语言层面和社会语用层面。
语用语言能力关注的是一种语言当中形式和功能的映射问题，即哪些语言材料可以用来实施特定的语言行为，学习者需要能够表达自己的交际意图，例如请求、道歉、拒绝等。
包括规约性手段和规约性形式。
规约性手段的三种方式：直接策略，规约性间接策略，非规约性间接策略。
社会语用能力研究的是某一特定语言文化社团的成员在特定的语境中如何实施和解释特定的语言行为，研究的是得体性的问题。
习者还需要能够把自己的意图通过一定的方式表达出来，以免引起误会。
8、行为主义心理学和认知心理学对于语言习得观点的差异？（行为主义和心灵主义在看待语言习得方面有何不同？）行为主义学习理论认为，语言不是一种思维现象，而是一种行为。
语言学习过程就是人们的行为形成过程，这种行为和人类的其他行为一样，是习惯的养成，是对外界刺激不断作出反应的结果。
因此，外在环境因素是语言学习的关键所在。
心灵主义语言学习理论从人的大脑本身去寻找语言习得的答案，认为语言习得是在人类与生俱来的大脑语言习得机制和实际语言接触共同作用的基础上，由学习者主动建构起来的，在这个过程中学习者是参与的、主动的、具有创造性的。
外界因素对语言习得所能发挥的作用是有限的。
9、第一语言习得顺序是否等于第二语言习得顺序？（简答）（1）、第一语言习得与第二语言习得既有差别也有相似之处。
第一语言和第二语言习得都经历了沉默期、使用程式语、简化语法结构、简化语义。
但也有差异，所有的一语学习者都会经历沉默期，而很多二语学习者特别是成年人却没有沉默期。
（2）、第一语言习得与第二语言习得的主要差别：①习得结果不一样。
正常儿童都能习得母语，只有一小部分第二语言习得者能够成功地获得目的语。
②两者的关系不一样。
母语知识肯定会对第二语言习得产生正面或负面影响。
③认知机制不一样。
由于第一语言习得和第二语言习得的学习者年龄往往不一样，因此两者的认知机制就不一样。
④习得环境不一样。
大部分第二语言学习者接触和使用目的语的机会都很有限。
⑤语言习得机制是否发生作用不一样。
母语习得依赖大脑中天生的语言习得机制，第二语言习得无法或只能部分借助语言习得机制。
⑥学习动力和情感状态不一样。
母语习得是生存需要，不存在动力学习。
第二语言习得的动力和情感状态因人而异。
10、克拉申的语言监控模式五个假说（名词解释、填空）“习得与学习假说”：按照克拉申的观点，成人第二语言学习者可以通过两种独立的方式获得第二语言规则，即“习得”和“学习”。
“习得”与“学习”是学习者在第二语言习得过程中经历的两种不同的心理过程，即“下意识的语言习得”和“有意识的语言学习”。
“自然顺序假说”：指儿童在习得母语规则和语言项目时遵循一种相似的习得顺序。
自然习得顺序假说实际上区分了两种不同的习得过程：自然习得顺序自然反映的是“习得”的过程，这个过程是受学习者内在大纲支配的，因而是可以支配的；课堂语言知识的学习反映的是“学习”过程，是受外在大纲支配的，因而这种知识的运用所表现出的顺序与自然习得顺序不同。
“监控假说”：所谓“监控”是对学习者“学习”知识的作用或功能而言的。
克拉申认为，学习者的言语输出主要是依靠习得的知识生成的。
“学习”的知识只是用来监控学习者的语言输出过程，通过“习得”获得的语言能力使学习者可以把要表达的意思流利的说出来，通过“学习”获得的语言知识使学习者在说话之前会有意识地判断和调整语言形式。
“输入假说”：人们习得一种语言，必须通过理解信息或者接受可理解的语言输入。
学习者的习得按照自然顺序，通过理解在下一阶段将要习得的结构来进行。
输入的语言难度要略高于学习者的现有能力。
即“i+1”。
“情感过滤假说”：情感过滤指组织学习者充分利用所接受的可理解输入来习得语言的心理障碍。
也就是说，情感因素并不在整个语言习得的过程当中，其作用是阻碍或协助输入进入语言习得机制。
情感因素分为三大类：动机、自信、焦虑。
11、情感因素是怎样影响第二语言习得的？克拉申提出的“情感过滤假说”阐述了情感因素是如何影响第二语言习得的。
“情感过滤”指的是组织学习者充分利用所接受的可理解的输入来习得语言的心理障碍。
情感因素并不在整个语言习得的过程当中，其作用是阻碍或协助输入进入语言习得机制。
情感过滤假说把成功的二语习得相关的情感因素分为三类：①动机。
学生的学习目的是否明确直接影响其学习效果。
目的明确则动力强、发展快，反之则收效甚微。
②自信。
自信会让学习者表现得更好，那些比较自信、自我感觉良好的学习者在学习中进展较快。
③焦虑。
不管是个人的焦虑程度还是整个课堂的焦虑程度，焦虑程度低都有助于二语习得，顾虑较少的学习者容易得到更多的语言输入。
克拉申认为，学习者动力越大，自信心越强，焦虑感越低，对语言输入的过滤就越少，从而获得的输入就越多，二语学习的成绩就越好。
相反，当学习者没有动机缺少自信心，或心情焦虑，有防范心态，其心理屏障会增强，对“可理解输入”的吸收就越少，二语习得的效果就越差。
12、什么是可理解性的语言输入？可理解输入是如何促进第二语言习得的？怎样才能为学习者提供可理解性的语言输入？①可理解性语言输入：克拉申认为，习得一种语言必须通过理解信息或接受可理解的语言输入，“i+1”水平的语言材料，第二语言习得才能产生。
当学习者进行附有意义的交际时，二语习得才能进行。
②促进：人本身就有学习语言的特殊机制，生成语法的基本规律是人的智力的一部分，这种智力是语言习得先决条件，是与生俱来的。
在语言中，应调动学生的内在智力因素，避免不动脑筋的机械模仿。
当学生进行有意义的交际时，会获得可理解性的语言输入，激活语言习得机制，促进语言习得。