Chapter 3

二语习得引论思维导图Chapter 3: The linguistics of second language acquisition

Chapter 3: The linguistics of second language acquisition

• The nature of language
  • The characteristics of language
    • Systematic
    • Symbolic
    • Social
  • The composition of language
    • Lexicon
    • Phonology
    • Morphology
    • Syntax
    • Discourse
• Early approaches to SLA
  • Constructive analysis
    • 1940-1960
    • Robert Lado
      • Linguistics across cultures
    • The definition of CA
      • CA is an approach to the study of SLA which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine similarities and differences
    • The goal of CA
      • To increase efficiency in L2 teaching and testing
    • The focus of CA
      • The surface forms of both L1 and L2 systems
      • Describing and comparing the languages one level at a time
    • Heavily influenced by structuralism and behaviorism
    • Assumptions of CA approach
      • Language acquisition involves habit formation in a process of SRR
      • There will be transfer in learning
    • Limitations of CA approach
      • It can not explain the logical problem of language learning
      • CA analyses were not always validated by evidence from actual learner errors.
      • Instructional materials produced according to this approach are language-specific and unsuitable for use with speakers of different native languages
  • Error analysis
    • 1970s
    • The definition of Error Analysis
      • EA is the first approach to the study of SLA which includes an international focus on learners creative ability to construct language
      • It is based on the description and analysis of actual learner errors in L2
    • The shift in primary focus
      • From surface forms and patterns to underlying rules
      • From Behavioralism to Mentalism
    • Transformational generative grammar
      • Only a small number of essential rules and transformational rules
      • Language as rule-governed behaviour
      • Inner forces drive learning
      • The child as active and creative participant rather than a passive recipient of language stimuli
      • Child language grammar not as deficient.
    • S Pit. Corder
      • 1967
      • L2 learners errors not as bad habits, but as sources of insight into the learning processes.
    • The procedure for analyzing learner errors
      • Collection of a sample of the language
      • Identification of errors
        • Errors
          • Learners' lake of second language knowledge
        • Mistakes
          • Some kind of processing failure
      • Description of errors
      • Explanation of errors
        • Interlingual errors
          • Resulting from native transfer or interference fromL1
        • Intralingual errors
          • Represent incomplete learning of L2 rules or overgeneralization of them
      • Evaluation of errors
    • Shortcomings of EA
      • Ambiguity in classification
      • Lake of positive data
      • Potential for avoidance
  • Interlanguage
    • Larry Selinker(1972)
    • The definition of IL
      • It refers to the intermediate states or integral grammars of a learner's language as it moves toward the target L2.
    • The boundaries are not entirely clear.
    • The endpoint of IL is difficult to identify.
    • Fossilization
      • A stable state in SLA where learners ceases their interlanguage development before they reach targets norms despite continuing L2 input and the passage of time
  • Morpheme order studies
    • There is a natural order or universal sequence in the grammatical development of second language learners
    • The acquisition processes may be very much the same for all of language development
    • Roger brown
      • The order of morpheme acquisition reported was similar in L1 and L2
    • Identity hypothesis
      • The processes involved in L1 and L2 acquisition are the same
  • Monitor model
    • Stephen Krashen(1978)
    • Internal focus
    • It adopts the notion of language acquisition device, which is a metaphor chance key used for children′s innate knowledge of language
    • How the L2 code is acquired
    • The hypothesis forming the model
      • Acquisition-learning Hypothesis
        • Acquisition is subconscious
        • Learning is a conscious
      • Monitor hypothesis
        • What is learned is available only as a monitor.
      • Natural order hypothesis
        • We acquire the the rules of language in a predictable order
      • Input hypothesis
        • Language acquisition takes place because there is comprehensible input
      • Affective filter hypothesis
        • Input may not be processed if the affective filter is up
  • Universal grammar
    • The man ideas
      • Linguistic competence versus linguistic performance
      • Linguistic competence goes beyond the input people receive
      • Children acquire L2
        • L1 competence can be only accounted for by innate knowledge
    • Some related concepts on the UG
      • Principles and parameters
      • Minimalist program
  • UG and SLA
    • The differences of the initial state between first language and second language acquisition
      • The parametric choices for first language have already been made
• Functional approaches
  • Theory of language
    • Language as a system of communication rather than as a set of rules.
  • Systematic linguists
    • M.A.K Halliday
    • Language structures cannot be idealized and studied without taking into account the circumstances of the use including the extralinguistic social context
  • Functional typology
    • Markedness
  • Function-to-form mapping
    • Acquisition of both L1 and L2
      • Grammaticalization
      • Inferencing
      • A lexical word
      • A grammatical marker
  • Information organization
    • Definition
      • Focusing on utterance structure, or the way in which learners put their words together.
    • The European science foundation project
      • Developmental levels
        • Nominal utterance organization
        • Infinite utterance organization
        • Finite utterance organization
      • Organizing principles
      • Explaining the sequence of acquisition
        • Communicative needs
        • Cross-linguistic influence
        • Extrinsic factors
        • Limits on processing