二语习得——精选推荐

从认知心理学的语言输入、吸收、输出方面来研究二语习得

【摘要】：第二语言习得的研究始于20世纪40年代，实际上，语言是人类大脑在人类实践中思维与活动的产物．对语言的研究实际上是一个心理学．尤其是认知心理学的问题。在二语习得过程中，输入、吸收和输出是其必要的关键环节。目前对于二语学习中输入和输出环节的研究然而，在二语学习过程中，如何更多的将语言输入转化为吸收，促进语言输出的准确度和流利度，在反馈中使学习者发现与目标语的差异，从而更好地感知理解语言输入，提高将语言输入转化为吸收的可能也显得十分重要。我们认为，语言习得的过程就像是一个信息加工的流程，学习者必须要对语言进行语码加工，这一语码加工的过程就包括了语码的输入、吸收和输出。很多，且大都集中在学习者的心理认知方面，讨论它们对于外语教学的指导性作用。

儿童的语言是如何获得的?行为主义认为是后天学习的结果。学习的本质是“刺激一反应”的联结．语言学习也就是语言符号和符号所标志的事物之间的联结的形成。社会学习理论进一步发展了“强化”的概念。它认为。学习中的强化不一定是来自他人，也可以是儿童的自我强化。强化可以是物质的，也可以是精神的。当儿童能够从某种活动中获得愉悦感受，这种愉悦的感受会增加他进行类似活动的频率；当儿童看到别人的某种行为受到了奖励或惩罚．他也会学习着做或者不做某件事。因此，儿童完全可以通过模仿成人或同伴的语言来学习语言。上述行为主义理论．过分强调了语言环境在语言习得中的作用．并且把语言习得看成是言语习惯形成的机械过程。20世纪60年代以后．认知主义心理学形成潮流．呈三个阶段发展： 在70年代以前．以认知结构论为主。以布鲁纳和奥苏伯尔为代表。他们认为：学习过程是认知结构的组织和再组织过程。学习的实质在于主动地形成认知结构，并使已有的认知结构不断分化和整合。他们强调，通过一定的方式和情景，使有内在联系的学习材料与学习者原有认知结构关联起来。新旧知识就会发生相互作用．新材料在学习者的头脑中就有了真正的意义。 70年代以后，信息加工论盛行。该理论通过把人的认知和计算机进行功能模拟，分析人的认知过程，认为人的认知过程是一个主动寻找信息、接受信息并在一定的认知结构中进行加工的过程。把学习过程看作信息植入一编码一加工一贮存一提取一输出应用的过程。研究重心由低级认知能力转移到高级认知活动上，研究范围扩展到认知结构、认知表征、认知图式、认知过程的发生机制等领域。同时研究方法也向以实验研究为主的方向发展。这一理论对语言习得的研究和外语教学的发展产生了深刻影响。语言学家们也纷纷开始从信息加工的角度来研究语言习得。

理论⽀撑

(三)⾼中英语词汇教学理论基础

1. ⼆语习得理论

2.系统功能语⾔理

3.建构主义理论

1. ⼆语习得理论

20世纪50年代乔姆斯基(Noam Chomsky)提出了语⾔习得机制(LanguageAcquisition Device, LAD),受此理论的影响,美国语⾔

学家克拉申(S.D Krashen)在上世纪80年代初提出了著名的⼆语习得理论,其中包括习得与学得假说、监察假说、⾃然顺序假

说、输⼊假说和情感过滤假说这五个假说?。这⼀理论的提出引起了语⾔学界的⼴泛关注,并对英语词汇教学产⽣了很⼤影响。Lewis(1993:)所⾔,词汇习得在⼆语习得中是⼀个中⼼点,起着举⾜轻重的作⽤。⼤量词汇的掌握是学⽣得以顺利进⾏听、说、

读、写、译等英语学习认知活动的前提,没有哪⼀项能脱离对词汇的依赖。

2.系统功能语⾔理论

从上世纪70年代交际法(Communicative Approach)问世以来,这种教学⽅法被⼈们在英语词汇教学中⼴泛运⽤。它以语⾔学家

韩礼德(M.A.K.Halliday)的功能语⾔理论为依据形成。功能语⾔理论是半个世纪以来世界上最具影响⼒的语⾔学理论之⼀,该理

论对其他相关学科产⽣了深远影响并已渗透到诸如语⾔教学、翻译以及⽂学研究等不同的学术领域。韩礼德理论的核⼼意义在

于:语⾔教学的⽬的是培养学⽣使⽤⽬的语进⾏交际的能⼒,在教学内容的设定上,他提倡教学内容不仅应该包括语⾔结构,还要包

括能够表达各种意念和功能的常⽤语句。其采⽤真实、地道的语⾔材料,主张句型加情景的⽅式来学习语⾔,⿎励学⽣⼤量地接

触和使⽤外语。上述理论不仅在现实词汇教学中多有运⽤。新课程标准制订中,有关学⽣词汇学习的具体⽬标也与之有关。

3.建构主义理论

建构主义(constructivism)是认知⼼理学理论的另⼀分⽀,它于上世纪90年代兴起,为词汇教学提供了坚实的理论基础。这种理论

提出:知识并不能依靠教师的传授⽽获得,⽽是在⼀定的情境(社会⽂化背景)下借助教师和其他的学习伙伴利⽤必要的学习资料,

1 1.Input versus intake Input is everything around us we may perceive with our senses. Input is the main source of information for learning , but not all input leads to intake , which is necessary for teaching . Intake is what we pay attention to and notice. Intake may refer to information that strengthens existing knowledge, or it may fill a gap in knowledge that was noticed by the learner before. In language learning, input refers to language which a learner hears or receives and from which he or she can learn. In second or foreign language learning , a distinction is sometimes made between input and intake. Intake is input which is actually helpful for the learner. Some of the language (ie input) which a learner hears may be too rapid or difficult for the learner to understand, and therefore cannot be used in learning (i.e cannot serve as intake) 2. What is Interlanguage （1）Il refers to the language that the L2 learner produced . （2）The language produced by the learner is a system in its own right. （3）The language is a dynamic system, evolving over time. （4）IL studies moved one step beyond EA, by focusing on the learner language system, rather than only on its errors. 3. Fossilization: It refers to the phenomenon in which second language learners often stop learning even though they might be far short of native-like competence. The term is also used for specific linguistic structures that remain incorrect for lengthy periods of time in spite of plentiful input. 4. What is UG ? The language faculty built into the human mind consisting of principles and parameters. UG is the system of principles, conditions and rules that are elements or properties of all human languages. 5. Acquisition v.s learning The term “acquisition” is used to refer to picking up a second language through exposure, whereas the term “learning “ is used to refer to the conscious study of a second language. 6. Linguistic Competence and Linguistic Performance Linguistic competence refers to the internalized knowledge of the language that a native speaker of that language possesses. Linguistic performance refers to the actual utterance produced by the native speaker 7. Implicit versus Explicit Learning Implicit learning is acquisition of knowledge about the underlying structure by a process that takes place naturally, simply and without conscious operations. Explicit learning is a more conscious operation where a learner makes and tests hypotheses in a search for strcture. nguage learning strategies 2 Intentional behaviour and thoughts that learners make use of during learning in order to better help them understand, learn or remember new information . Learning strategies are classified into: 1. meta-cognitive strategies 2. cognitive strategies 3. socio-affective strategies 9.What are the cognitive and affective factors in SLA research? Cognitive factors；（1）Intelligence（2）Language aptitude（3）Language learning strategies Affective factors :（1）Language attitudes （2）Motivation 10. Contrastive Analysis Contrastive analysis is a way of comparing languages in order to determine potential errors. The ultimate goal was to predict areas that would be either easy or difficult for learners . 11. Error analysis Error analysis is a type of bilingual comparison, a comparison between learners’ interlanguage and a target language, while contrastive analysis between languages. (native language and target language) 12. Positive evidence and negative evidence Positive evidence: input that provides information only about what is grammatical in the language. Negative evidence: input that provides direct evidence of what is ungrammatical in a language. Positive evidence comes from the speech learners hear and thus is composed of a limited set of well-formed utterance of the language being learned . Negative evidence is composed of information to a learner that his or her utterance is deviant with regard to the norms of the language being learned. 1. The Monitor Model by Krashen The Monitor Model is an overall theory of SLA, which had important implications for language teaching. Here are the five central hypotheses underlying the Monitor Model. 1. The Acquisition-Learning Hypothesis 2. The Monitor Hypothesis 3. The Natural Order Hypothesis 4. The Input Hypothesis 5. The Affective Filter Hypothesis 2. What it is that needs to be learnt in language acquisition （What are branches of modern linguistic? ） Phonetics and Phonology：（1）It entails knowing what possible sounds are and what are not for its native speakers . （2）It also involves knowing what happens to words in fast speech as opposed to more carefully articulated speech. Syntax：The study of how words combine to form sentences and the rules which govern the formation of sentences. The rule is frequently known as its grammar. Morphology：The study of morphemes and their different forms , and the way

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。

⑤、对⽐分析对学习者语⾔难点的预测并不完全可靠。