一．概论
Chapter 1. Introducing SLA
1.Second language acquisition (SLA)
2.Second language (L2)
（也可能是第三四五外语）also commonly called a target language (TL)
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?
4.
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:
3.Acquisition
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
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.
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
2.Understanding the states
Ⅳ. The logical problem of language learning
1.Noam Chomsky:
1)innate linguistic knowledge must underlie language acquisition
2)Universal Grammar
2.The theory of Universal Grammar:
Reasons:
1)Children’s knowledge of language > what could be learned from the input.
2)Constraints and principles cannot be learned.
3)Universal patterns of development cannot be explained by language-specific
input.
♦Children often say things that adults do not.
♦Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.
♦Patterns of children’s language development are not directly determined by the input they receive.。