英语语言学笔记纲要（9）

会计考友

　　Chapter 9 Second Language Acquisition (SLA)
　　l        What is SLA?
　　n        What is language acquisition?
　　u      The natural process of children’s language development.
" j5 w# @5 J% ^0 ?　　u      It is different from language learning.
- o0 D. Z* X+ {4 `+ ~: L2 v! }" N　　u      Four stages of language acquisition
. F4 Z; Z) i4 \& w/ e3 [　　l        Babbling – holophrastic – two-word – telegraphic
% X# Y- ^7 k; Y( W　　n        What is second language acquisition (SLA)?
　　u      SLA is learning a language in F2 (the language being learnt) language environment.
　　u      It is different from foreign language learning, which is learning a language in F1 language environment.
　　u      The major difference is the environment.
　　n        Foreign language teaching (FLT) and second language teaching (SLT)
　　n        SLA theory
　　l        Factors affecting SLA
6 [% T7 I; X2 T0 J7 h　　n        External factors: social factors
2 S4 i& Z/ M. [8 C* z　　u      Social demand
2 a8 K$ R/ U9 X/ A: E　　u      Language policy
　　n        Internal factors: learner factors
　　u      Motivation
0 `) f* R" s& S9 {8 E　　l        Instrumental
: `" r+ p0 {6 a+ |　　l        Integrative
　　u      Age
　　u      Learning strategy
　　l        Cognitive
　　n        Repetition
& ~! \& i+ O3 ~! t. m3 X6 s7 z　　n        Translation
) k$ b: Z8 J5 f$ S# Z* M0 W) l　　n        Note-taking
; C1 b; A2 ]- j- x- R　　l        Metacognitive
1 Y5 v8 g+ a$ k, E+ u+ l　　n        Organizing
　　n        Self-monitoring
: M6 n  ]- e+ H+ ?　　n        Self-evaluation
　　u      Personality
　　u      Attitude
8 P) K% r. Q& ^# ?, i　　l        Analysis of learners’ language
　　n        Why analyze?
　　u      Learners’ language provides data for research into the nature of the learning process. In order to gain insight into the process, researchers have engaged in the analysis of learners’ language.
　　n        How to analyze?
; y6 Z$ x: g& d% r7 M" ?　　u      Contrastive analysis
　　l        Compare the target language with the mother tongue.
　　u      Error analysis
/ }- X9 m, @5 ^% n9 l2 D　　l        Identifying errors
　　n        Errors are due to the fault in knowledge of the speaker, while mistakes are because of unsuccessful performance.
" U% x& x# w0 Q6 ~# S　　l        Describing errors
　　n        Omission
+ l0 g6 T% ~, G. m0 D　　-         He came into _ classroom with a book in _ hand.
　　n        Addition/wordy
　　-         My child goes to his school.
　　n        Selection
　　-         I hope/wish…
! k" h" J/ `) y! a' e" Y% v　　n        Disordering
　　-         I yesterday went to … (I, yesterday, went to …/I went to … yesterday)
　　l        Explaining errors and analyzing reason
# u. x* e- W; Q; _$ q/ p$ n　　n        Interlingual factors
　　-         Mother tongue’s influence
　　n        Intralingual factors

会计考友

　　-         Overgeneralization
　　-         Simplification
　　-         Cross-association
　　l        Limitation for error analysis
: U/ P* E- I! v1 E! \; v　　n        Fail to see what learners’ language will be like if we focus on the errors.
　　u      Interlanguage
+ W# C( u4 \+ N. L; t　　l        Approximate language system
) v$ ~5 X9 ~1 D& S" G* j　　l        Transitional language
　　l        Language transfer – to borrow language from L1
$ B5 M5 ~" N1 Z" }% `1 m! \% N& f　　n        Positive transfer: L1 does help
, j$ K! _- C6 }+ O6 F/ K: ?: R　　n        Negative transfer: L1 misleads
　　l        Learners extend patterns by analogy – overgeneralized mistakes (overextension).
' U6 c* o+ L( ?- c8 G- s　　l        Communicative strategy
　　l        Explaining SLA
　　n        Nativist theories
　　u      Chomsky: LAD system
　　u      Krashen: monitor theory
' n9 _# m1 B* S) i9 c( s! n　　u      Input hypothesis (i + 1 hypothesis)
　　n        Environmentalist theories
1 f& V- m' R$ j) a! F　　u      Cultural awareness
　　u      Theoretical perspective (language outlook)
+ r; `# {1 r0 F: A( v( j* c　　u      Confidence and competence
* ]/ S/ X' A' j6 \, E　　n        Functionalist theories
　　u      Language use
　　u      Communicative strategies (CS)