二语习得期末复习资料

1 / 12 Chapter 1 introducing second language acquisition

1. 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. Second language: an officially or societally dominant language (not L1) needed for

education, employment or other basic purposes

3. Informal L2 learning: SLA that takes place in naturalistic contexts

4. Formal L2 learning: instructed learning that takes place in classroom

5. Linguistic competence: the underlying knowledge that a speaker/hearer have of a language.

Chomsky distinguishes this form linguistic performance.

6. Linguistic performance: the use of language knowledge in actual production.

7. First language/native language/mother tongue (L1): the language acquired in childhood

8. Simultaneous multilingualism: ability to use one or more languages that were auqired

during early childhood.

9. Sequential multilingualism: ability to use one or more languages that were learned after L1

had already been established.

1. What are the three basic questions in SLA?

(1) What exactly does the L2 learner come to know?

(2) How does the L2 leaner acquire this knowledge?

(3) Why are some learners more successful than others?

2. Why there are no simple answers to these questions? (P2)

Chapter 2 foundations of second language acquisition

1. Multilingualism: the ability to use more than one language.

2. Bilingualism: the ability to use two languages.

3. Monolingualism: the ability to use only one language.

4. Multilingual competence: “the compound state of a mind with two or more grammars”

5. Monolingual competence: knowledge of only one language.

6. Learner language: also called interlanguage which refers to the intermediate states or

interim grammars of leaner language as it moves toward the target L2.

7. Positive transfer: appropriate incorporation(合并，编入) of an L1 structure or rule in L2

structure.

8. Negative transfer: inappropriate influence of an L1 structure or rule in L2 use, also called

interference.

9. Fossilization: a stable state in SLA where learners cease their interlanguage development

before they reach target norms despite continuing L2 input and passage of time.

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

impoverished(穷尽的) and they still acquire L1, there must be an innate capacity for L1

acquisition.

11. Innate capacity: a natural ability, usually referring to children’s natural ability to learn or

acquire language.

1. What is the nature of language learning? 2 / 12 (1) Simultaneous/sequential multilingualism

(2) The role of natural ability

a) Humans are born with a natural ability or innate capacity to learn another language.

b) As children mature, so do their language abilities.

c) Individual variation may occur in learning; the rate of learning can differ, but there are

stages everyone goes through.

d) “Cut off point”- if the process does not happen at a young age, you'll never learn the

language. （关键期假说） (Critical Period Hypothesis)

(3) The role of social experience

a) Children will never acquire language unless that language is used with them and

around them, no matter what is their language.

b) As long as children are experiencing input and social interaction, the rate and sequence

of development doesn't change.

c) The only thing that may change is pronunciation, vocabulary, and social function.

2. What are some basic similarities and differences in L1 and L2 learning? (P17表格)

(1) Similarities between L1 and L2

a) Development stages

Initial State - knowledge about language structures and principles

Intermediate State - Basic language development

Final State - Outcome of learning

b) Necessary conditions: Input

(2) Differences between L1 and L2（P17表格）

3. What is “the logical problem of language acquisition”?

(1) Children’s knowledge of language goes beyond what could be learned from the input

they receive. (Poverty-of-the stimulus)

(2) Constraints and principles cannot be learned

(3) Universal patterns of development cannot be explained by language-specific input.

(如果说普遍语法存在孩子们脑中，那语言输入起的作用又如何解释呢？)

4. Framework for SLA(P24&P26)

Perspectives, foci, and frameworks

perspective foci framework

Linguistic Internal Transformational-Generative Grammar

Principles and Parameters Model

Minimalist Program

external Functionalism

psychology Languahe and the brain Neurolinguistics

Learning processes Information Processing

Processability

Connectionism

Individual difference Humanistic models

Social Microsocial Variation Theory

Accomodation Theory

Sociocultural Theory

Macrosocial Ethnography of Communication