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: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 childhood
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)谷粒网
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.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
羚羊角滴丸
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.
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.西兰花的功效与作用
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.
5.
(1)Children begin to learn their language at the same age, and in much the same way
regardless of what the language is.
(2)Children are not limited to repeating what they heard; they can understand and create
novel(新颖) utterance.
(3)There is a cut-off age for L1 acquisition, beyond which it can never be completed.
6.Linguists have taken an internal and external focus to the study of language acquisition.
What is the difference between the two?
The internal focus eks to account for speakers’ internalized, underlying knowledge of
language. The external focus emphasizes language u, including the functions of language which are realized in learners’ production at different stages of development.
Chapter 3 the linguistics of cond language acquisition
1.Interference: also called negative transfer, which means inappropriate influence of an L1
structure or rule in L2 u.
2.Interlanguage: also called learner language, which refers to the intermediate states or
interim grammars of leaner language as it moves toward the target L2.
3.Natural order: a universal quence in the grammatical development of language learners.
4.Universal grammar: a linguistic framework developed most prominently by Chomsky which
claims that L1 acquisitions can be accounted for only by innate knowledge that the human species is genetically endowed with. This knowledge includes what all languages have in common.
5.Language faculty: term ud by Chomsky foe a “component of the human mind” that
accounts for children’s innate knowledge of language.
6.Principles: properties(固有属性) of all languages of the world; part of Chomsky’s universal
grammar.
7.Parameters: limited options in realization of universal principles which account for
grammatical variation between languages of the world. Part of Chomsky’s theory of
universal grammar.
8.Initial state: the starting point of language acquisition; it is thought to include the
underlying knowledge about language structures and principles that are in learners’ heads at the very start of L1 or L2 acquisition.
9.Final state: the outcome of L1 and L2 learning, also known as the stable state of adult
grammar.
10.Markedness: a basic for classification of languages according to whether a specific feature
occurs more frequently than a contrasting element in the same category, is less complex structurally or conceptually, or is more “normal” or “expected” along some dimensions. 11.Grammaticalization(语法化): a developmental process in which a grammatical
function(such as expression of past time) is first conveyed by shared extralinguistic
knowledge and inferencing bad on the context of discour, then by a lexical word(such as yesterday), and only later by a grammatical marker(such as the suffix -ed).
生孩一、The nature of language
1.What we learn in linguistic perspective? What are the characteristics of language?
让爱做主Both L1 and L2 learners acquire knowledge at the different levels: lexicon(词汇学),
phonology(语音学), morphology(构词法), syntax(句法). Languages are systemic,
symbolic and social.
二、Contrastive analysis
1.What is contrastive analysis?
CA is an approach to the study of SLA which involves predicting and explaining learner problems bad on a comparison of L1 and L2 to determine similarities and differences.
2.What is the goal of contrastive analysis?(assumptions)
(1)If L2 acquisition is disturbed by the habits of your native language, it is reasonable
to focus on the differences between native and target language.
(2)Contrastive analysis had a practical goal: If you recognize the differences between
your native language and the target language, you are able to overcome the
linguistic habits of your native language that interfere with the habits of the target
language.
3.What are the critiques of contrastive analysis?
(1)The process of L2 acquisition is not sufficiently described by the characterization of
errors.
(2)Errors in L2 acquisition do not only ari from interference.
(3)The structural differences between two languages are not sufficient to predict the
occurrence of errors in L2 acquisition.
三、Error analysis
1.What is error analysis？
EA is bad on the description and analysis of actual learner errors in L2, rather than on
idealized linguistic structures attributed to native speakers of L1 and L2 (as in CA).
(1)Ambiguity in classification. (不知道是具体是哪个原因导致比如时态错误，可能是
一语影响，也可能是在一语中出现过的universal developmental process)
(2)Lack of positive data. (正确的被忽略，只关注错误不能看出学生学到什么)什么是p2p
(3)Potential for avoidance. (学生会避免错误，这样错误就不能全部被观察)指责英语
四、Interlanguage
1.What are the characteristics of interlanguage?
(1)Systematic.
(2)Dynamic.
(3)Variable.(可变性) although systematic, differences in context result in different
时鸣春涧中patterns of language u.
(4)Reduced system, both in form and function. (学习者经常会简单化)
2.There are differences between IL development and L1 acquisition, including different
cognitive process involved:
(1)Language transfer from L1 to L2.
(2)Transfer training.
(3)Strategies of cond language learning. (避免等)
(4)Strategies of cond language learning. (为方便不要复数等)
(5)Overgeneralization of the target language linguistic material.
3.The beginning and the end of IL are defined respectively as whenever a learner first
attempts to convey meaning in the L2 and whenever development “permanently” stops, but the boundaries are not entirely clear. Identification of fossilization is even more
controversial.
五、Monitor model (The input hypothesis model)
1.Which five hypothes(假定) does the model consist of? (课本P45！！！)
(1)Acquisition-learning hypothesis
(2)Monitor hypothesis
(3)Natural order hypothesis
(4)Input hypothesis
(5)Affective filter hypothesis
2.What is LAD in this model?
The LAD is made up of the natural language learning abilities of the human mind, totally available in L1 acquisition, available in L2 acquisition according to the level of the filter.
But, the process of learning, unlike the process of acquisition, us faculties of mind outside the LAD.
3.图示
4.What are points of the connsus of early linguistic study of SLA?
(1)What is being acquired through a dynamic interlanguage system
(2)How SLA takes place involves creative mental process
(3)Why some learners are more successful than others relates primary to the age.
5.What is the role of grammar according to Krashen?
