二语习得概念对比
二语习得概念对比
1.
modified input: Adapted speech which adults u to address children and native speakers u to address language learners so that the learner will be able to understand. Examples of modified input include shorter, simpler ntences, slower rate of speech, and basic vocabulary.
enhanced input: Input which is altered in an effort to make it more salient to learners. It can be more or less explicit, ranging from explicit metalinguistic comments to typographical enhancement (bold type or underlining) or exaggerated stress in speaking.
comprehensible input: A term introduced by Stephen Krashen to refer to language which a learner can understand. The language may be comprehensible in part becau of clues such as gestures, situations, or prior information.
2.
cumulative
behaviorism: A psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of habits. According to this view, when learners imitate and repeat the language they hear in their surrounding environment and are positively reinforced for doing so, habit formation (or learning) occurs. connectionism: A theory which views language as a complex system of units which become interconnected in the mind as they are encountered together. The more often units are heard or en together, the more likely it is that the prence of one will lead to the activation of the other.
innatism: A theory that human beings are born with some basic knowledge about languages in general that makes it possible to learn the specific language of the environment.
interactionism: A theory that language acquisition is bad both on learners’ innate abilities and on opportunities to engage in conversations, often tho in which other speakers modify their speech to match the learners’ comm unication requirements. The in
nate abilities are not en as being specific to language or language acquisition.
3.
developmental features: Tho aspects of a language which, according to Pienemann and his colleagues, develop in a particular quence, regardless of input variation or instructional intervention.
variational features: In contrast to the developmental features in the framework developed by Pienemann and his colleagues, variational features (foe example, vocabulary, some grammatical morphemes) can be learned at any point in the learner’s development.
4.
cross-ctional study: A rearch method in which subjects at different ages and stages of development are studied. Inferences about quences which would apply to the development of individual learners are sometimes drawn from cross-ctional studies. Th
is contrasts with longitudinal studies.
longitudinal studies: A study in which the same learners are studied over a period of time. This contrasts with a cross-ctional study.
pedestrian5.
2013湖南高考英语descriptive study: Rearch which does not involve any manipulation, change, or intervention in the phenomenon being studied. The rearcher’s goal is to obrve and record what is happening. This contrasts with experimental study.
experimental study: Rearch which is designed to study the role or impact of one or more very specific variables. A strictly experimental study would have ‘experimental’ and ‘control’ groups which differ from each other only in the create all of the conditions which permit a study to be ter med as a ‘genuine’ experimental study. In this book, the term is ud in a non-technical n to refer to rearch in which an attempt has been made to investigate a single variable in an educational tting.skyer
6.
integrative motivation/ instrumental motivation: This distinction contrasts motivation for cond language learning which is bad on a desire to know more about the cultural and community of the target language group and even a desire to be more like members of that group (integrative motivation) with motivation which is more practical, such as the need to learn the language in order to get a better job (instrumental motivation).多谢粤语
7.
language acquisition: This term is most often ud interchangeably with language learning. However, for some rearchers, most notably Stephen Krashen, acquisition is contrasted with learning. According to Krashen, acquisition reprents ‘unconscious’learning, which takes place when attention is focud on meaning rather than language form.
language learning: In this book, this term is a general one which simply refers to a learnerquarters
’s developing knowledge of the target language. In Stephen Krashen’s terms, however, ‘learning’ is contrasted with ‘acquisition’, and is described as a ‘conscious’process which occurs when the learner’s objective is to learn about the language itlf, rather than to understand messages which are conveyed through the language.
8.
stateoftheartgenuine question: In contrast to display questions, genuine questions are asked when
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there is a focus on information: the asker does not know the answer in advance (for example, ‘What did you do at the weekend?’)
display question: A question to which the asker already knows the answer. Teacher often ask the question (for example, ‘What colour is your shirt?’) not becau they are genuinely interested in the answer, but rather, to get the learner to display his or her knowledge of the language.
9.
tasked-bad instruction: Instruction in which classroom activities are ‘tasks’ similar to tho which learners might engage in outside the cond or foreign language classroom. Tasks may be complex, for example, creating a school newspaper, or more limited, for example, making a phone call to rerve a train ticket.日语您好
