第二语言习得期中考试复习题1. acquisition& learning➢The term “acquisition” is used to refer to picking up a second language through exposure, whereas the term “learning” is used to refer to the conscious study of a second language. Now most of the researchers use them interchangeably, irrespective of whether conscious or unconscious processes are involved2. incidental learning & intentional learning➢While reading for pleasure a reader does not bother to look up a new word in a dictionary, but a few pages later realizes what that word means, then incidental learning is said to have taken place.➢If a student is instructed to read a text and find out the meanings of unknown words, then it becomes an intentional learning activity. ngauage➢Language is a system of arbitrary vocal symbols used for human communication .That is to say , language is systematic (rule-governed ), symbolic and social.nguage Acquisition Device➢The capacity to acquire one’s FIRST LANGUAGE , when this capacity is pictured as a sort of mech anism or apparatus.5.Contrastive analysis❖Under the influence of behaviorism, researchers of language teaching developed the method of contrastive analysis (CA) to study learner errors. Its original aim is to serve foreign language teaching.6.Error analysis❖Error analysis aims to 1) find out how well the learner knows a second language, 2) find out how the learner learns a second language, 3) obtain information on common difficulties in second language learning, and to 4) serve as an aid in teaching or in the preparation and compilation of teaching materials (Corder, 1981).It is a methodology of describing Second Language Learners’ language system s.7.interlanguage❖It refers to the language that the L2 learner produced .❖The language produced by the learner is a system in its own right.❖The language is a dynamic system, evolving over time.8.Krashen and His Monitor Model❖ 1. The Acquisition-Learning Hypothesis❖ 2. The Monitor Hypothesis❖ 3. The Natural Hypothesis❖ 4. The Input Hypothesis❖ 5. The Affective Filter Hypothsis9. input hypothesis❖Its claims : The learner improves and progresses along the “natural order” when s/he receives second language “input” that is one step beyond his or her current stage of linguistic competence. For example, if a learner is at a stage “i”, then acquisition takes place when s/he is exposed to “Comprehensible Input” that belongs to level “i+1”.10. affective filter hypothesis❖The hypothesis is based on the theory of an affective filter, which states that successful second language acquisition depends on the learner’s feelings. Negative attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as a filter, preventing the learner from making use of INPUT, and thus hindering success in language learning.11.Shumann’s Acculturation Model❖This model of second language acquisition was formulated by John.H.Schumann(1978), and applies to the natural context of second language acquisition where a second language is acquired without any instruction in the environment. Schumann defines acculturation as the process of becoming adapted to a new culture or rather , the social and psychological integration of the learner with the target language group.12.Universal Grammar⏹The language faculty built into the human mind consisting of principles and parameters.⏹This is the universal grammar theory associated with Noam Chomsky.⏹Universal Grammar sees the knowledge of grammar in the mind as having two components: “principles＂that all languages have incommon and “parameters” on which they vary.13.M acLaughlin’s Information processing model☐SLA is the acquisition of a complex cognitive skill that must progress from controlled processing to automatic processing.14.Anderson’s ACT☐This is another general theory of cognitive learning that has been applied to SLA☐Also emphasizes the automatization process.☐Conceptualizing three types of memory:1. Working memory2. Declarative long term memory3. Procedural long-term memory15.fossilization☐It refers to the phenomenon in which second language learners often stop learning even though they might be far short of native-like competence. The term is also used for specific linguistic structures that remain incorrect for lengthy periods of time in spite of plentiful input.munication strategies⏹Communication strategies, known as CSs, consist of attempts to deal with problems of communication that have arisen in interaction.They are characterized by the negotiation of an agreement on meaning between the two parties.1.What it is that needs to be learnt in language acquisition?➢Phonetics and Phonology➢Syntax➢Morphology➢Semantics➢Pragmatics2.How experts study the children’s acquisition➢Observe young children’s learning to talk.➢Record the speech of their children➢Create a database➢Have a single hypothesis3.What are learning strategies? Give examples ?➢Intentional behaviour and thoughts that learners make use of during learning in order to better help them understand, learn or remember new information .➢Learning strategies are classified into :1. meta-cognitive strategies2. cognitive strategies3. socio-affective strategies4.What are the factors influencing the success of SLA ?●Cognitive factors :1. Intelligence2. Language aptitudenguage learning strategies●Affective factors:nguage attitudes2.Motivation5.What are the differences between the Behaviorist learning model and that of Mentalist?➢Behaviorist learning model claims that children acquired the L1 by trying to imitate utterances produced by people around them and by receiving negative or positive reinforcement of their attempts to do so. Language acquisition, therefore, was considered to be environmentally determined.6.What are the beneficial views obtained from the studies on children’s L1 acquisition?1. Children’s language acquisition goes through several stages2. These stages are very similar across children for a given language, although the rate at which individual children progress through them ishighly variable;3. These stages are similar across languages;4. Child language is rule-governed and systematic, and the rules created by the child do not necessarily correspond to adult ones;5. Children are resistant to correction;6. Children’s mental capacity limits the n umber of rules they can apply at any one time, and they will revert to earlier hypotheses when two ormore rules compete.7.What are the differences of error analysis from contrastive analysisContrastive analysis stresses the interfering effects of a first language on second language learning and claims that most errors come from interference of the first language. (Corder ,1967). However, such a narrow view of interference ignores the intralingual effects of language learning among other factors. Error an alysis is the method to deal with intralingual factors in learners’ language (Corder, 1981).it is a methodology of describing Second Language Learners’ language systems .Error analysis is a type of bilingual comparison, a comparison between learners’ inte rlanguage and a target language, while contrastive analysis between languages. (native language and target language)8.What are UG principles and parameters?➢The universal principle is the principle of structure-dependency, which states that language is organized in such a way that it crucially depends on the structural relationships between elements in a sentence.➢Parameters are prnciples that differ in the way they work or function from language to language. That is to say there are certain linguistic features that vary across languages.9.What role does UG play in SLA？➢Three possibilities :1. UG operates in the same way for L2 as it does for L1.2. The learner’s Core grammar is fixed and UG is no longer available to the L2 learner, particularly not to th e adult learner.3. UG is partly available but it is only one factor in the acquisition of L2. There are other factors and they may interfere with the UGinfluence.10.What are classifications of communication strategies?Faerch and Kasper characterizes CSs in the light of learners’ attempts at governing two different behaviors and their taxonomies are achievement and reduction strategies , and they are based on the psycholinguistics.➢Achievement Strategies:⏹Paraphrase⏹Approximation⏹Word coinage⏹Circumlocution⏹Conscious Transfer⏹Literal translation⏹Language switch (borrowing)⏹Mime⏹Use body language and gestures to make communication open⏹Appeal for assistance➢Reduction Strategies⏹Message abandonment（topic shift）:Ask a student to answer the question :How old are you ? She must utter two orthree sentences to answer the question, but she mustn’t tell her age.⏹Topic avoidance(Silence)。