《二语习得引论》章节试读

《二语习得引论》的笔记-第206页

1 Introducing Second Language Acquisition
target language:which refers to any language that is the aim or goal of learning.
three basic questions:
(1) What exactly does the L2 learner come to know?
(2) How does the learner acquire this knowledge?
(3) Why are some learners more successful than others ?
linguistic competence(underlying knowledge)
linguistic performance(actual production)
a second language is typically an official or societally dominant language needed for education,employment,and other basic purposes.
a foreign language is one not widely used in the learners' immediate social context which might be used for future travel or other cross-cultural communication situations,or studied as a curricular requirement or elective in school,but with no immediate or necessary practical application.
first language/native language/primary language/mother tongue:acquired during childhood
linguists may distinguish categories of learners defined by the identity and relationship of their L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning,personality factors,types and strength of motivation,and different learning strategies;sociolinguists may distinguish among learners with regard to social,economic,and political differences and learner experiences in negotiated interaction;and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself.
2 Foundations of Second Language Acquisition
Multilingualism refers to the aility to use two or more language.
Bilingualism the ability to use two language and multilingualism for more than tow.
Monolingualism refers to the ability to use only one.
multilingual competence refers to "the compound state of a mind with two [or more]grammars;monolingual competence refers to knowledge of only one language.
Adding second languages at an older age requires motivation.for example
invasion or conquest of one's country by speakers of another language;
a need or desire to contact speakers of other languages in economic or other spectific domain;
immigration to a country where use of a language other than one's L1 is required;
adoption of religious beliefs and practices which involve ues of another language;
a need or desire to pursue educational experiences where access requires proficiency in another language;
a desire for occupational or social advancement which is furthered by knowledge of another langugae;
an interest in knowing more about peoples of other cultures and having access to their techologies or literatures.
simultaneous multilingualism(multiple L1s acquired by about three years of age)
sequential multilingualism(L2s acquired after L1)
innate capacity= natural ability
language input to the learner is absolutely necessary for either L1 and L2 learing to take place.
the logic problem of language learning
chileren's knowledge of language goes beyond what could be learned from the input they receive.
constraints and principles cannot be learned.
universal patterens of development cannot be explained by language-specific input.
internal and external
it sets the goal of study as accounting for speaker's internalized,underlying knowledge of language,rather than the description of surface forms as in earlier Structuralism.The external focus for the study of SLA has emphasized language use,including the functions of language which are realized in learners' production at diffrernt stages of development.

《二语习得引论》的笔记-第34页

What is Contrastive Analysis?

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What is the logical problem of language learning?

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The logical problem of language learning.

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What is the nature of language learning?