第11章第二语言习得理论
11.1 复习笔记
本章要点
1. Krashen’s Input Hypothesis克拉申输入假说
2. McLaughlin’s Attention-Processing Model麦劳林注意-处理模型
3. Bialystok’s Analysis/Automaticity Model亚利斯托克分析/自动模型
本章考点
1. 有关第二语言习得的理论
2. 克拉申输入假说内容及缺陷
3. 掌握几大第二语言习得模型
本章内容索引
Ⅰ. Theories
1. Some theories of second language acquisition
2. Adult second language acquisition
Ⅱ. Krashen’s Input Hypothesis
1. Definition
2. Disagreements
Ⅲ. McLaughlin’s Attention-Processing Model
Ⅳ. Bialystok’s Analysis/Automaticity Model
Ⅴ. Variability Models
Ⅵ. From Theory to Practice
Ⅶ. Intuition: The Search for Relevance
Ⅷ. Out On A Limb: The Ecology of Language Acquisition
Ⅰ. Theories（理论）
1. Some theories of second language acquisition（第二语言习得理论）
(1) A theory of Second language acquisition includes an understanding, in general, of what language is, what learning is, and for classroom contexts, what teaching is.
第二语言习得理论大体上包括理解什么是语言，什么是学习，什么是课堂教学。
(2) Knowledge of children’s learning of t heir first language provides essential insights to an understanding of second language acquisition.
儿童学习母语知识有助于其第二语言习得。
(3) A number of important differences between adult and child learning and between first and second language acquisition must be carefully accounted for.
成人学习能力和儿童学习能力之间以及第一语言学习和第二语言习得之间存在的诸多显著差异要仔细考量。
(4) Second language learning is a part of and adheres to general principles of human learning and intelligence.
第二语言学习是人类学习和智慧的一部分，也因此遵循着一定的学习原则。
(5) There is tremendous variation across learners in cognitive style and within a learner in strategy choice.
学习者之间的认知风格和学习者自身的策略选择存在很大差异。
(6) Personality, the way persons view themselves and reveal themselves in communication, will affect both the quantity and quality of second language learning.
性格，即人们根据自己在交际中的表现所进行的自我评价，对第二语言习得的量与质都有影响。
(7) Learning a second culture in all its ramifications is often very much a part of learning a second language.
学习第二语言文化是第二语言学习必不可少的一部分。
(8) The linguistic contrasts between the native and target language provide with more source of difficulty in learning a second language.
母语和目标语之间的对比为第二语言学习增添了难度。
(9) Communicative competence, is the ultimate goal of learners as they struggle with function, discourse, register, and nonverbal aspects of human interaction and linguistic negotiation.
提高交际能力是学习者学习功能、语篇、语域以及人际互动与协商中非言语交际形式的最终目的。
FIGURE 11-1 Classification of Learner Variables (Yorio 1976:61)
2. Adult second language acquisition (Lightbown)（成人第二语言习得）
(1) Adults and adolescents can “acquire” a second langu age.
成人和青少年能够“习得”第二语言。
(2) The learner creates a systematic interlanguage that is often characterized by the same systematic errors as native language.
学习者自创一个中介语系统，其特征是学习者是会与犯与母语同样的错误。
(3) There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated.
习得过程中存在可预测的习得序列，即哪些结构先习得，哪些结构后习得。
(4) Practice does not make perfect.
“熟”不一定能“生巧”。
(5) Knowing a language rule does not mean one will be able to use it in communicative interaction.
了解语言规则不等于在话语交际中能良好运用语言规则。
(6) Isolated explicit error correction is usually ineffective in changing language behavior.
孤立的纠错通常对改变语言行为没有效果。
(7) For most adult learners, acquisition stops—“f ossilizes”—before the learner has achieved nativelike mastery of the target language.
大部分成人学习者在其像母语一样掌握第二语言之前，习得会停止，也就是“石化”。
(8) One cannot achieve nativelike (or near nativelike) command of a second language in one hour a day.
一天一个小时的学习不能使学习者达到本族语者（或近似本族语者）那样对语言掌控的程度。
(9) The learner’s task is enormous because language is enormously complex.
学习者任务繁重，因为语言本身就极其复杂。
(10) A learner’s ability to understand language in a meaningful context。