SLA_二语习得重要问题总结教案资料

S L A_二语习得重要问

题总结

SLA 期末考试提纲

Week 9

Chapter 1 Introducing Second Language Acquisition

Chapter 2 Foundations of Second Language Acquisition

PART ONE: Definition:

1.Second Language Acquisition (SLA): a term that refers both to the study of individuals

and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language.

2.Formal L2 learning: instructed learning that takes place in classrooms.

rmal L2 learning: SLA that takes place in naturalistic contexts.

4.First language/native language/mother tongue (L1): A language that is acquired naturally

in early childhood, usually because it is the primary language of a child’s family. A child who grows up in a multilingual setting may ha ve more than one “first” language.

5.Second language (L2): In its general sense, this term refers to any language that is

acquired after the first language has been established. In its specific sense, this term typically refers to an additional language which is learned within a context where it is societally dominant and needed for education, employment, and other basic purposes.

The more specific sense contrasts with foreign language, library language, auxiliary (帮助的，辅助的) language, and language for specific purposes.

6.Target language: The language that is the aim or goal of learning.

7.Foreign language: A second language that is not widely used in the learners’ immediate

social context, but rather one that might be used for future travel or other cross-cultural communication situations, or one that might be studied as a curricular requirement or elective in school with no immediate or necessary practical application.

8.Library language: A second language that functions as a tool for further learning,

especially when books and journals in a desired field of study are not commonly published in the learner’s L1.

9.Auxiliary language: A second language that learners need to know for some official

functions in their immediate sociopolitical setting. Or that they will need for purposes of wider communication, although their first language serves most other needs in their lives.

10.L inguistic competence: The underlying knowledge that speakers/hearers have of a

language. Chomsky distinguishes this from linguistic performance.

11.L inguistic performance: The use of language knowledge in actual production.

12.C ommunicative competence: A basic tenet (原则、信条、教条) of sociolinguistics

defined as “what a speaker needs to know to communicate appropriately within a particular language community” (Saville-Troike 2003)

13.P ragmatic competence: Knowledge that people must have in order to interpret and

convey meaning within communicative situations.

14.M ultilingualism: The ability to use more than one language.

15.M onolingualism: The ability to use only one language.

16.S imultaneous multilingualism: Ability to use more than one language that were acquired

during early childhood.

17.S equential multilingualism: Ability to use one or more languages that were learned after

L1 had already been established.

18.I nnate capacity: A natural ability, usually referring to children’s natural ability to learn or

acquire language.

19.C hild grammar: Grammar of children at different maturational levels that is systematic in

terms of production and comprehension.

20.I nitial state: The starting point for language acquisition; it is thought to include the

underlying knowledge about language structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.

21.I ntermediate state: It includes the maturational changes which take place in “child

grammar”, and the L2 developmental sequence which is known as learner language.

22.F inal state: The outcome of L1 and L2 leaning, also known as the stable state of adult

grammar.

23.P ositive transfer: Appropriate incorporation of an L1 structure or rule in L2 structure.

24.N egative transfer: Inappropriate influence of an L1 structure or rule on L2 use. Also

called interference.

25.Poverty-of-the-stimulus: The argument that because language input to children is

impoverished and they still acquire L1, there must be an innate capacity for L1 acquisition.

26.S tructuralism: The dominant linguistic model of the 1950s, which emphasized the

description of different levels of production in speech.

27.P honology: The sound systems of different languages and the study of such systems

generally.

28.S yntax: The linguistic system of grammatical relationships of words within sentences,

such as ordering and agreement.

29.S emantics: The linguistic study of meaning.

30.L exicon: The component of language that is concerned with words and their meanings.