SLA_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 have 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.Linguistic competence: The underlying knowledge that speakers/hearers

have of a language. Chomsky distinguishes this from linguistic performance.

11.Linguistic performance: The use of language knowledge in actual

production.

municative 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.Pragmatic competence: Knowledge that people must have in order to

interpret and convey meaning within communicative situations.

14.Multilingualism: The ability to use more than one language.

15.Monolingualism: The ability to use only one language.

16.Simultaneous multilingualism: Ability to use more than one language that

were acquired during early childhood.

17.Sequential multilingualism: Ability to use one or more languages that

were learned after L1 had already been established.

18.Innate capacity: A natural ability, usually referring to children’s

natural ability to learn or acquire language.

19.Child grammar: Grammar of children at different maturational levels that

is systematic in terms of production and comprehension.

20.Initial 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.Intermediate state: It includes the maturational changes which take place

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

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

state of adult grammar.

23.Positive transfer: Appropriate incorporation of an L1 structure or rule

in L2 structure.