英语语言学笔记纲要（9）

会计考友

　　Chapter 9 Second Language Acquisition (SLA)
2 Y: C. O5 f3 {( x0 {" N　　l        What is SLA?
( ]- `# z9 Y4 L　　n        What is language acquisition?
　　u      The natural process of children’s language development.
! _: W4 }  y- K　　u      It is different from language learning.
6 m7 Y( R! l6 z; @: P　　u      Four stages of language acquisition
　　l        Babbling – holophrastic – two-word – telegraphic
　　n        What is second language acquisition (SLA)?
　　u      SLA is learning a language in F2 (the language being learnt) language environment.
" \" a& J6 p8 I7 ~% Q8 X　　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)
$ O3 t" j' t8 U8 z/ [+ o* b: Y　　n        SLA theory
$ H6 o, s) V0 Y0 H8 A5 ]3 ]　　l        Factors affecting SLA
　　n        External factors: social factors
+ ^0 k9 R! B: w' G: t　　u      Social demand
　　u      Language policy
　　n        Internal factors: learner factors
　　u      Motivation
　　l        Instrumental
1 r: V) [" u- U　　l        Integrative
4 `/ d9 E9 r+ k6 v/ A8 _　　u      Age
/ e( c2 e8 b' k; b! F# s　　u      Learning strategy
2 S( o; ~& I8 V  n7 K　　l        Cognitive
" x# z) ]  s9 z0 Z( Z* d  R　　n        Repetition
# B' y; y5 T, D6 G# I0 l　　n        Translation
6 \# H3 r2 B; Q3 D$ o0 }　　n        Note-taking
　　l        Metacognitive
　　n        Organizing
　　n        Self-monitoring
　　n        Self-evaluation
$ T; T! G0 o/ j  U　　u      Personality
　　u      Attitude
1 E0 ?7 z! l/ N% ~( ]! N- {　　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.
* h/ o! i! b$ |! ]　　n        How to analyze?
　　u      Contrastive analysis
* W5 C9 T0 a/ X& \　　l        Compare the target language with the mother tongue.
+ i2 p3 l. g5 _　　u      Error analysis
& R0 \% |# D. ]9 U) N　　l        Identifying errors
　　n        Errors are due to the fault in knowledge of the speaker, while mistakes are because of unsuccessful performance.
/ K4 t, X+ S0 [: X. d5 f　　l        Describing errors
# V9 M5 }( }" t- E　　n        Omission
　　-         He came into _ classroom with a book in _ hand.
. ~3 y) U/ ]9 m  x3 m　　n        Addition/wordy
　　-         My child goes to his school.
2 g* D9 I. ]0 S; e* y" g  o6 t　　n        Selection
　　-         I hope/wish…
　　n        Disordering
! K/ ~3 L5 o5 }8 m. ^/ {. a　　-         I yesterday went to … (I, yesterday, went to …/I went to … yesterday)
　　l        Explaining errors and analyzing reason
1 E7 b' [& d5 p, E; U4 s　　n        Interlingual factors
　　-         Mother tongue’s influence
　　n        Intralingual factors

会计考友

　　-         Overgeneralization
　　-         Simplification
　　-         Cross-association
　　l        Limitation for error analysis
　　n        Fail to see what learners’ language will be like if we focus on the errors.
1 n# Y2 W' ~6 p& v. E/ s% |　　u      Interlanguage
1 L3 a: k' f3 x4 j4 @　　l        Approximate language system
* [9 V* ]- |( P* h% P4 m+ J9 r　　l        Transitional language
6 f/ ^1 z( L0 y/ [0 d5 S　　l        Language transfer – to borrow language from L1
　　n        Positive transfer: L1 does help
　　n        Negative transfer: L1 misleads
4 B+ `- [9 G7 n: W) L/ o% J　　l        Learners extend patterns by analogy – overgeneralized mistakes (overextension).
　　l        Communicative strategy
; T2 U" l  Z: A  V4 ^　　l        Explaining SLA
( ~% E/ [( k! [6 R; f& I& O0 g　　n        Nativist theories
　　u      Chomsky: LAD system
　　u      Krashen: monitor theory
　　u      Input hypothesis (i + 1 hypothesis)
　　n        Environmentalist theories
　　u      Cultural awareness
　　u      Theoretical perspective (language outlook)
　　u      Confidence and competence
5 l, y4 U. C+ d　　n        Functionalist theories
( b  C, L' z0 r$ ^1 y" b　　u      Language use
5 S  h* j8 b* s* s& h* U　　u      Communicative strategies (CS)