Chapter 1 introducing cond language acquisition
1. SLA: a term that refers both to the study of individuals and groups who are learning a language subquent to learning their first one as young children, and to the process of learning that language.
2. Second language:国际级运动健将 an officially or societally dominant language (not L1) needed for education, employment or other basic purpos
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 u of language knowledge in actual production.
7. First language/native language/mother tongue (L1): the language acquired in childho
od
8. Simultaneous multilingualism: ability to u one or more languages that were auqired during early childhood.
9. Sequential multilingualism: ability to u 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 the questions? (P2)
Chapter 2 foundations of cond language acquisition
1. Multilingualism: the ability to u more than one language.
2. Bilingualism: the ability to u two languages.
3. Monolingualism: the ability to u only one language.
4. 花好月圆图片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 u, also called interference.
9. Fossilization: a stable state in SLA where learners cea their interlanguage development before they reach target norms despite continuing L2 input and passage of time.
10. Poverty-of-the-stimulus: the argument that becau 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?
(1) Simultaneous/quential 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.
尬怎么读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 ud 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 quence 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 | 爱国手抄报的内容Internal | Transformational-Generative Grammar Principles and Parameters Model Minimalist Program |
external | Functionalism男男的小说 |
psychology | 蚂蚁搬豆儿歌Languahe and the brain | Neurolinguistics |
Learning process | Information Processing Processability Connectionism |
Individual difference | Humanistic models |
美味甜点Social | Microsocial | Variation Theory Accomodation Theory Sociocultural Theory |
Macrosocial | 口吻生花 Ethnography of Communication Acculturation Theory Social Psychology |
| | |
5. Give at least three reasons that many scientists believe in some innate capacity for language
