二语习得复习汇总汇编

A General ReviewⅠ. Short & Long answers1.what is the difference between monolingual and multilingual communicative competence?Differencese between monolingual and multilingual communicative competence are due in part to the different social functions of first and second language learning, and to the differences between learning language and learning culture.The differences of the competence between native speakers and nonative speakers include structural differences in the linguisitc system, different rules for usage in writing or conversation, and even somewhat divergent meanings for the lexical forms. Further, a multilingual speaker’stotal communicative competence differs from that of a “same”　monolingual in including knowledge of rules for the appropriate choice of language and for switching between languages, given a particular social context and communicative purpose.2.what are the microsocial factors that affect SLA?a)L2 variation b) input and interaction c) interaction as the genesis of language3.What is the difference between linguistic competence & communicative competence (CC)?Linguistic competence- It was defined in 1965 by Chomsky as a speaker's underlying ability to produce grammaticallycorrect expressions. Linguistic competence refers to knowledge of language. Theoretical linguistics primarily studies-listener”.linguistic competence: knowledge of a language possessed by “an ideal speakCommunicative competence- It is a term in linguistics which refers to “what a speaker needs to know to communicate appropriately within a particular language community”, such as a language user's grammatical knowledge osyntax , morphology , phonology and the like, as well as social knowledge about how and when to use utterances appropriately.4.Why is CC in L1 different from L2?L1 learning for children is an integral part of their sociolization into their native language community. L2 learningmay be part of second culture learning and adaptation, but the relationship of SLA to social and cultural learningdiffers greatly with circumstances.5.What is Accommodation Theory? How does this explain L2 variation?Accommodation theory: Speakers (usually unconsciously) change their pronunciation and even the grammatical complexity of sentences t hey use to sound more like whomever they are talking to. This accounts in part for whynative speakers tend to simply their language when they are talking to a L2 learner who is not fluent, and why L2learners may acquire somewhat different varieties of the target language when they have different friends.6.Discuss the importance of input & interaction for L2 learning. How could this affect the feedback providedto students?. a) From the perspective of linguistic approaches: (1) behaviorist: they consider input to form the necessary stimuliand feedback which learners respond to and imitate; (2) Universal Grammar: they consider exposure to input a necessary trigger for activating internal mechanisms; (3) Monitor Model: consider comprehensible input not only necessary but sufficient in itself to account for SLA;b) From the perspective of psychological approaches: (1) IP framework: consider input which is attended to as essential data for all stages of language processing; (2) connectionist framework: consider the quantity or frequency ofinput structures to largely determine acquisitional sequencing;c) From the perspective of social approaches: interaction is generally seen as essential in providing learners withthe quantity and quality of external linguistic input which is required for internal processing.ⅱ. Other types of interaction which can enhance SLA include feedback from NSs which makes NNs aware that theirusage is not acceptable in some way, and which provides a model for “correctness”. While childre negative evidence in L1, and don’t require it to achieve full native competence, corrective feedback is common in L2 and may indeed be necessary for most learners to ultimately reach native-like levels of proficiency when that is thedesired goal.7.Explain ZPD. How would scaffolding put a student in ZPD?Zone of Proximal Development, this is an area of potential development, where the learner can achieve that potentialonly with assistance. Mental functions that are beyond an individual's current level must be performed in collaborationwith other people before they are achieved independently. One way in which others help the learner in language development within the ZPD is through scaffolding. Scaffolding refers to verbal guidance which an expert provides tohelp a learner perform any specific task, or the verbal collaboration of peers to perform a task which would be toodifficult for any one of them individually. It is not something that happens to learners as a passive recipient, but happens with a learner as an active participant.8.Explain why some learners are more successful than others from the perspective of S-C theory?The S-C framework supports the view that some learners may be more successful than others because of their level of access to or participation in a learning community, or because of the amount of mediation they receive from experts or peers, and because of how well they make use of that help.9.What are the macrosocial factors that influence SLA?(1)Global and national status of L1 and L2 (2)Boundaries and identities(3)Institutional forces and constraints (4)Social categories (5)Circumstances of learning10.What are the advantages of young learners and old learners respectively?Young L2 learners are more likely to acquire the language in a naturalistic setting; they are more likely to use the L2in highly contextualized face-to-face situation. Older learners succeed in SLA to the level of being able tonative speaker when social motivation is strong enough.11.What are the similarities and differences between linguists, psycholinguist, sociolinguists and socialpsycholinguists?（1）Linguists emphasize the characteristics of the differences and similarities in the languages that are beinglearned, and the linguistic competence (underlying knowledge) and linguistic performance (actual production) oflearners at various stages of acquisition.（2）Psychologists and psycholinguists emphasize the mental or cognitive processes involved in acquisition, and the representation of languages in the brain.（3）Sociolinguists emphasize variability in learner linguistic performance, and extend the scope of study to communicative competence (underlying knowledge that additionally accounts for language use, or pragmatic competence).（4）Social psychologists emphasize group-related phenomena, such as identity and social motivation, and theinteractional and larger social contexts of learning.12.What are the differences between second language, foreign language, library language and auxiliarylanguage?（1）A second language is typically an official or societally dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense, the term is contrasted with other terms in this list.（2）A foreign language is one not widely used in the learners' immediate social context which might be used for future travel or other cross-cultural communication situations, or studied as a curricular requirement or elective inschool, but with no immediate or necessary practical application.（3）A library language is one which functions primarily as a tool for future learning through reading, especiallywhen books or journals in a desired field of study are not commonly published in the learners' native tongue.（4）An auxiliary language is one which learners need to know for some official functions in their immediatepolitical setting, or will need for purposes of wider communication, although their first language serves most other needs in their lives.13.Why are some learners more (or less) successful than others?The intriguing question of why some L2 learners are more successful than others requires us to unpack the broad label “learners” for some dimensions of discussion. Linguistics may distinguish categories of learners defined by the identity and relationship of their L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning, personality factors, types and strength of motivation, and different learning strategies;sociolinguists may distinguish among learners with regard to social, economic, and political differences and learner experiences in negotiated interaction; and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself.14.List at least five possible motivations for learning a second language at an older age.The motivation may arise from a variety of conditions, including the following:Invasion or conquest of one’s country by speakers of another language;A need or desire to contact speakers of other languages in economic or other specific domains;Immigration to a country where use of a language other than one's L1 is required;Adoption of religious beliefs and practices which involve use of another language;A need or desire to pursue educational experiences where access requires proficiency in another language;A desire for occupational or social advancement which is furthered by knowledge of another language;An interest in knowing more about peoples of other cultures and having access to their technologies orliteratures.15.What are the two main factors that influence the language learning?（1）The role of natural ability: Humans are born with a natural ability or innate capacity to learn language.。