语言学习理论试题集 5页

IAcronymsSLA—SecondLanguageAcquisitionNNS—Non-NativeSpeakerESL—EnglishasaSecondLanguageEFL—EnglishasaForeignLanguageMI—MultipleIntelligencesUG—UniversalGrammarTL—TargetLanguageSL–-SourceLanguageL1—FirstLanguageL2/SL—SecondLanguageF—FossilizationIL—InterlanguageMLAT—theModernLanguageAptitudeTestGLL—GoodLanguageLearnersIC—InnerCircleOC—OuterCircleEC—ExpandingCircleIIDefinition1.Fossilization僵化是二语/外语学习过程中有时出现的一个过程,即在二语/外语学习者的口头和书面表达中始终伴有不正确的二语/外语语言形式。在二语/外语学习中,语音、词汇和语法方面的不正确形式都可定型或僵化。僵化的发音常常是(学习者)外国腔的原因。很明显,这个定义把僵化视为不正确目的语形式/错误的长期使用。Linguist—ProposedbySelinker&R.EllisKeyIdea—Thephenomenonofthenon-progressionoflearningdespitecontinuousexposuretoinput,adequatemotivationtolearn,andsufficientopportunityforpractice—generallyreferredtointheliteratureas“Fossilization”.Characteristics—aproductaswellasaprocess;affectstheentireILsystemanditssub-systems;literallypermanentandrelativelypermanent;persistentandresistant;forsomeresearchersithappenstoeverylearner;forotherstoonlysomelearners.astageofinterlangaugelearning,soincorporatingtheFofcorrectandofincorrectforms.Reason—lackofinstruction;absenceofcorrectivefeedback;satisfactionofcommunicativeneeds;age;lackofwritteninput;falseautomatization;2.CultureShock—CarolArcher(1986)usesthetermCultureShocktorefertocaseswhereanindividualfromoneculturefindshimselforherselfinadifferent,strange,oruncomfortablesituationwheninteractingwithpersonsofadifferentculture.—Aculturebump/shockoccurswhenanindividualhasexpectationsofonetypeofbehavior,andgetssomethingcompletelydifferent.3.LanguageAptitude—Skehan(1989:38)“aptitudeisconsistentlythebestpredictoroflanguagelearning\nsuccess.”peoplepossessaspecialabilityforlearninganL2.Thisability,knownas‘languagelearningaptitude’,isconsideredtobeseparatefromthegeneralabilitytomasteracademicskills,oftenreferredtoas‘intelligence’.4.MultipleIntelligenceTheoryMultipleintelligencesisapsychologicalandeducationaltheoryputforthbypsychologistHowardGardner,whichsuggeststhatanarrayofdifferentkindsof"intelligence"existsinhumanbeings.Gardnersuggeststhateachindividualmanifestsvaryinglevelsofthesedifferentintelligences,andthuseachpersonhasaunique"cognitiveprofile."Thetheorysuggeststhat,ratherthanrelyingonauniformcurriculum,schoolsshouldoffer"individual-centerededucation",withcurriculatailoredtotheneedsofeachchild.Gardneroriginallyidentifiedsevencoreintelligences:linguistic,logical-mathematical,spatial,bodily-kinesthetic,musical,interpersonal,andintrapersonal.In1999headdedaneighth,thenaturalisticintelligence.HowardGardner(1983)introducedmultipleintelligencetheorypostulating7differentformsofknowing:1Verbal/Linguistic2Musical3Logical/Mathematical4Spatial/Visual5Bodily/Kinesthetic6Interpersonal7Intrapersonal5.EnclosureBySchumannLanguagelearningiseasierifbothgroupssharesocialfacilities(schools,church,etc.)TheL1andL2groupscanbeintegrated(lowenclosure)orseparatedintodistinctcommunities(highenclosure).Thehighertheenclosurethelesstheneedoropportunityforintergroupcontact.6.MothereseMothereseisalinguisticregisterbasedonsimplification,especiallyatthesyntacticlevel.—FunctionsofmothereseGarnicia(1977)seesthefunctionofmothereseasbeinganalyticalandsocial.Sheproposedthatsomefeaturesofmotheresehelpthechildtoanalysethecontentofthespeech.AnalyticalfunctionForexample,therisingintonationattheendofasentencesignalsthecompletionofalinguisticunit.Theuseofstressandlongerdurationonverbsandcolourtermshelpstodrawattentiontothemaininformationalunitsintheutterance.SocialfunctionOtherfeaturesservetoregulatetheconverstationbetweenadultandchild,andhelptomaintainthechild'sattention.Garniciasuggeststhatthehighpitchofmothereseletsthechildknowthatthisisspeechaddressedtohim(whisperinghasthesamefunction),andthatarisingintonationisasignaltothechildthattheadult'sturnisendinganditistimefortheinfanttobeginhisturn.7.SilentPeriod—ItisproposedByKrashenintheevidenceofInputHypothesis—thisisbasedonthefactthatchildreninanL2situationsometimesremainsilentforseveralweeks.Similarly,youngchildrenareexposedtotheirmothertongue(andobviouslyunderstandit)beforetheybegintospeak.\n8.Exposuretheeffectofexposure:themorelearnersareexposedtocomprehensibleinput,themoretheirlanguageproficiencydevelops.Learnerswhodonothaveaccesstocomprehensibleinputareheldupintheirdevelopment.IIIDistinctionof2GivenItems1.Acquisition&LearningAcquisition:naturally,subconscious,informal,Learning:consciously,formal,“knowaboutthesecondlanguage,analysisandcorrectionoferrorsformallyandexplicitlyaddressed.AcquisitionandLearningarenotdefinedby“where”asecondlanguageoccurs.Formallearninginthestreet.Thedistinctionisacentralideaineducationtheorybetweendeductive(推理:fromgeneraltoparticular)andinductive(归纳)approaches;classroomandnaturalisticlearning;formalandinformallanguagelearning.2.Mistakes&Errors—mistakes:errorsofperformance–slipsofthetongueorpen.【carelessness】—errors:“thesystematicerrorsofthelearnerfromwhichweareabletoreconstructhisknowledgeofthelanguagetodate,i.e.histransitionalcompetence.”(Corder1967:167)【ignorance】3.SecondLanguage&ForeignLanguageSecondlanguage(L2),inabroadsense,isalanguagelearnedoracquiredafterthenativelanguage.Thetermhasanarrowsensewhenitcontraststotheterm"foreignlanguage"(FL),inwhichsecondlanguage"functionsasarecognizedmeansofcommunicationamongmemberswhospeaksomeotherlanguageastheirmothertongue",andtheforeignlanguage"playsnomajorroleinthecommunityandisprimarilylearntonlyintheclassroom."4.Input&Output—Inputislanguagewhichalearnerhearsorreceivesandfromwhichhe/shecanlearn.—Learnersmustalsoproducecomprehensibleoutputinordertomovetheirinterlanguagefromasemantictoasyntacticanalysisofthesecondlanguageinput.Inotherwords,inordertoproducenewlanguagethatisaccurate,learnershavetomovebeyondgettingthe\ngeneralgistofwhatsomethingmeans.Producingnewlanguageitemsthereforeforceslearnerstoanalyzenewlanguageintermsofitsgrammaticalstructure.5.Integrationpattern--Assimilation:theL2learneradoptsthelifestyleandvaluesoftheTLgroup--Acculturation:theL2learneradaptstothelifestyleandvaluesoftheTLgroupandattemptswhileretaininghis/herowncultureinintragroupcontexts.--Preservationofculturalidentity:theL2rejectsthelifeandvaluesoftheTLgroupandattemptstomaintainhis/herownculturalpattern.IVCommentsMaking1.Fivehypotheses2.Fossilization1)Definition—Thephenomenonofthenon-progressionoflearningdespitecontinuousexposuretoinput,adequatemotivationtolearn,andsufficientopportunityforpractice—generallyreferredtointheliteratureas“Fossilization”.2)PhenomenaofF※backsliding※stabilizederrors※learningplateau※typicalerror※persistentnon-target-likeperformance※lowproficiency※de-accelerationofthelearningprocess※ingrainederrors※systematicuseoferroneousforms※errorsmadebyadvancedlearners※cessationoflearning※structuralpersistence※ultimateattainment※persistentdifficulty※inabilitytofullymastertargetlanguagefeatures3)causalvariablesofF★lackofinstruction★absenceofcorrectivefeedback★satisfactionofcommunicativeneeds★age★lackofwritteninput★falseautomatization(goodidea)★endofsensitivitytolanguagedata\n★learninginhibitslearning★languagetransfer3.ForeignerTalk—AterminLINGUISTICSandlanguageteachingfortheconventionalizedandsimplifiedkindoflanguageusedbymanynativespeakerswithforeignerswhocannotspeaktheirlanguage,suchas(withexaggeratedpointinggestures)Mehelpyou,Yes?forIamgoingtohelpyou;isthatallright?Ithasasimpleornon-existentmorphology,moreorlessfixedwordorder,simplesyntax,asmallnumberofgrammaticalwords,andlittleornouseofthecopula:acomplexsentencesuchasIhaven'tseenthemanyou'retalkingaboutcouldbereducedandsimplifiedasInoseemanyousayorThatmanyoutalkInotsee.—Foreignertalkfeatures：a.Slowrate:clearerarticulation※finalstopsarereleased※fewerreducedvowels※fewercontractions※longerpausesb.vocabulary※highfrequencyvocabulary(lessslang,feweridioms)※fewerpronounforms※definitions---overtlymarked(e.g.,thismeansX)---semanticfeatureinfo.---gesturesandpicturesc.syntax※shortandsimplesentences※movementoftopicstofrontofsentences※repetitionandrestatement※newinformationattheendofthesentence※nativespeakergrammaticallymodifiedlearners’incorrectutterances※nativespeakerfillsintheblankforlearners’incompleteutterancesd.discourse※nativespeakergivesreplyinaquestion※nativespeakerusestagquestions※nativespeakerofferscorrection