一． 概论
Chapter 1. Introducing SLA
1. Second language acquisition (SLA)
the study of individuals and groups who are learning a language subsequent to learning their first one as young children.the process of learning a language subsequent to learning their first one as young child.Refers to
2. Second language (L2)
（也可能是第三四五外语） also commonly called a target language (TL) Refers to: any language that is the aim or goal of learning. Scopes Takes place in Examples Informal L2 learning Naturalistic contexts “pick up” Interacting Formal L2 learning Classes or courses Classes L2 learning that Naturalistic contexts Interacting and learning in involves a mixture of combined with Classes classes at the same time formal and informal or courses learning 3. Basic questions:
1). What exactly does the L2 learner come to know? 2). How does the learner acquire this knowledge?
3). Why are some learners more successful than others? Different answers from different fields Fields Emphasize Linguists Characteristics of the differences and similarities in the languages that are being learned; The linguistic competence (underlying knowledge) and linguistic performance (actual production). Psychologists and The mental or cognitive processes involved in acquisition; psycholinguists The representation of languages in the brain. Sociolinguists Variability in learner linguistic performance; Communicative competence (pragmatic competence). Social Group-related phenomena; psychologists The interactional and larger social contexts of learning. Applied linguists Any one or more perspectives above; about SLA Theory and research for teaching. 4. 3 main perspectives: linguistic; psychological; social. Only one (x) Combine (√)
Chapter 2. Foundations of SLA
Ⅰ. The world of second languages 1. Multi-; bi-; mono- lingualism
1) Multilingualism: the ability to use 2 or more languages. (bilingualism: 2
languages; multilingualism: >2)
2) Monolingualism: the ability to use only one language. 3) Multilingual competence (Vivian Cook, Multicompetence)
Refers to: the compound state of a mind with 2 or more grammars. 4) Monolingual competence (Vivian Cook, Monocompetence) Refers to: knowledge of only one language.
2. People with multicompetence (a unique combination) ≠ 2 monolinguals World demographic shows:
SLA phenomena are important for3. Acquisition
social and practical reasonsacademic reasons
multilingualcompetencegrow up in a multilingual environmenttake considerable effortmotibationacquire in the natural course of using 2 or more languages from child hood with the people around them tend to reagard it as perfectly normal to do soSLA at a older age
4. The number of L1 and L2 speakers of different languages can only be estimated. 1) Linguistic information is often not officially collected.
2) Answers to questions seeking linguistic information may not be reliable. 3) A lack of agreement on definition of terms and on criteria for identification.
Ⅱ. The nature of language learning 1. L1 acquisition
innate abilityL1 acquisition can be attributed tolanguage-specific learning
1). L1 acquisition was completed before you came to school and the
development normally takes place without any conscious effort.
2). Complex grammatical patterns continue to develop through the school years.
Time Children will < 6 months (infant) Produce all of the vowel sounds and most of the consonant sounds of any language in the world. Learn to discriminate the among the sounds that make a different in the meaning of words (the phonemes) < < 3 years old Master an awareness of basic discourse patterns < 3 years old Master most of the distinctive sounds of L1 < 5 or 6 years old Control most of the basic L1 grammatical patterns 2. The role of natural ability 1) Refers to: Humans are born with an innate capacity to learn language. 2) Reasons:
? Children began to learn L1 at the same age and in much the same way. ? …master the basic phonological and grammatical operations in L1 at 5/ 6. ? …can understand and create novel utterances; and are not limited to
repeating what they have heard; the utterances they produce are often systematically different from those of the adults around them. ? There is a cut-off age for L1 acquisition.
? L1 acquisition is not simply a facet of general intelligence.
3) The natural ability, in terms of innate capacity, is that part of language
structure is genetically “given” to every human child.
3. The role of social experience
1) A necessary condition for acquisition: appropriate social experience (including L1 input and interaction) is
2) Intentional L1 teaching to children is not necessary and may have little effect. 3) Sources of L1 input and interaction vary for cultural and social factors.
4) Children get adequate L1 input and interaction→sources has little effect on the rate and sequence of phonological and grammatical development. The regional and social varieties (sources) of the input→pronunciation
Ⅲ. L1 vs. L2 learning
1. L1 and L2 development: States L1 L2 Initial state Intermediate states Basic processes Necessary conditions Facilitating conditions Final state Innate capacity Innate capacity?; L1 knowledge; World knowledge; Interaction skills Child Maturation Learner Transfer grammar language (interlanguInput Input reciprocal age-IL) interaction Feedback; aptitude; motivation; instruction… Native competence Multilingual competence
二语习得引论 读书笔记 chapter 1-2
