2021年1月23日发(作者：调试英语)
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1.
SLA
(Second
language
acquisition)

is
the
process
by
which
a
language
other
than
the
mother tongue is learnt in a natural setting or in a classroom.

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2.
Acquisition vs. Learning (Krashen1982)



Acquisition


implicit, subconscious

Learning

explicit, conscious

formal situations

uses grammatical rules

depends on aptitude

simple to complex order of learning

informal situations

uses grammatical 'feel'

depends on attitude

stable order of acquisition

Acquisition
refers
to
the
learning
of
a
language
unconsciously
under
natural
settings
where
learners pay attention only to the meanings or contents rather than forms or grammars.

Learning
refers
to
the
learning
of
a
language
consciously
under
educational
settings
where
learners mainly pay attention to forms or grammars.


3.
Factors affecting SLA

Social factors (external factors)

Learner factors (internal factors)

Social factors (external factors)

Social context





Language policy and the attitude of the public sector;

Social demand




With the trend of globalization of the world economy , it is widely accepted among educators
and national leaders that proficiency in another language is an indispensable quality of educated
people

Learner factors (internal factors)

Motivation
，
Age
，
Learning strategy


4.

Behaviorist learning theory



Behaviorist learning theory is a general theory of learning . it applies to all kinds of learning,
not just language learning).

It
views
learning
as
the
formation
of
habits.
The
association
of
a
particular
response
with
a
particular stimulus constituted a habit. It is formed when a particular stimulus became regularly
linked with a particular response.

When applied to SLA,
the process of second language acquisition is regarded as a process of
habit formation.

5.
The causes of errors according to behaviorism

Differences
between
the
first
and
second
language
create
learning
difficulty
which
results
in
errors.

Behaviorist
learning
theory
predicts
that
transfer
will
take
place
from
the
first
to
the
second
language.

Transfer
will
be
negative
when
there
is
proactive
inhibition.
In
this
case
errors
will
result.

Errors,
according
to
behaviorist
theory,
were
the
result
of

non-learning,

rather
than
wrong
learning.

The means used to predict potential errors by behaviorists is
Contrastive Analysis.


6. Structuralism

Language was viewed as
a coded system
consisting of structurally related elements (phonemes,
morphemes, words, structures and sentence patterns)

7.
What is contrastive analysis (CA)

Contrastive analysis is an inductive investigative approach based on the distinctive elements in a
language.
It
involves
the
comparison
of
two
or
more
languages
or
subsystems
of
languages
in
order to
determine both the differences and similarities
between them. It could also be done
within one language. Contrastive analysis can be both theoretical and applied according to varied
purposes.

8.
Contrastive Analysis Hypothesis (CAH)

Contrastive analysis is a way of comparing languages in order to
determine potential errors

for the ultimate purpose of
isolating what needs to be learned and what does not need to be
learned in an L2 situation.

According
to
CAH,
L2
errors
are
result
of
differences
between
the
learner
’
s
first
language
and the target language. The strong form of the hypothesis claims that these differences can be
used
to
predict
all
errors
that
will
occur.
The
weak
form
of
the
hypothesis
claims
that
these
differences can be used to identify some out of the total errors that actually arise.



vs difficulty

“Difference” is a linguistic concept,

whereas “difficulty” is a psychological concept. Therefore, the
level of learning difficulty cannot be inferred directly from the degree of difference between two
language systems.

10.
Definition of Error analysis (EA)

the
study
and
analysis
of
the
errors
made
by
second
and
foreign
language
learners
(Longman
Dictionary of Applied Linguistics, .

It
involves
collecting
samples
of
learner
language,
identifying
the
errors
in
these
samples,
describing these errors, classifying them according to their hypothesized causes, and evaluating
theirs seriousness.



11.
Interlingual error:
deviated forms resulting from the

interference of one’s L1
, or the negative
transfer of one’s mother tongue.

Intralingual
error
:
①
deviated
forms
in
learner
language
that
reflect
learn
ers’
transitional
competence and which are the results of such learning process as overgeneralization.

②
confusion of L2 rules

12.
Factors causing errors

1. Language transfer

2. Overgeneralization

3. Learner differences

3. Strategies in L2 learning

5. Strategies of L2 communication





. The two students changed eyes and eyebrows in class.

13.
Types of learner strategy

Learning strategy,

Production strategy
表达策略

Communication strategy:





Communication
strategies
are
employed
when
learners
are
faced
with
the
task
of
communicating
meanings
for
which
they
lack
the
requisite
linguistic
knowledge.
Typical
communication strategies are paraphrase and mime.

14.
Classifications of learning strategy(Cohen 2006)

(2) By function:


Metacognitive; Cognitive; Socio- affective

(3) By skill:

listening, speaking, reading, writing, vocabulary, or translation strategies.

15.
Meta-cognitive strategies

Meta-cognitive
strategy
is
the
planning
for
learning,
thinking
about
the
learning
process,
monitoring
of
one
’
s
production
or
comprehension,
and
evaluating
learning
after
an
activity
is
completed.

16.
Cognitive strategies

Cognitive
strategies
refer
to
the
steps
or
operations
used
in
learning
or
problem-solving
that
require direct analysis, transformation, or synthesis of learning material.


Repetition,
Resourcing,
Directed
physical
response,
Translation,
Grouping,
Note-taking
,
Deduction
Recombination,
Imagery,
Auditory
representation,
Key
word,
Contextualization,
Elaboration, Transfer, Inferencing


17.
Individual learner variables

Personal factors:




group
dynamics;



attitudes
to
the
teacher
and
course
materials;





learning
techniques

General factors:




age;

aptitude;


cognitive style;

motivation;

personality


18.
Motivation

Integrative motivation
融合型动机
is present in learners who identify with the target culture,
would like to resemble members of the target culture and who would like to participate in the
target culture. It is assumed to be based in the personality of the learner.

Instrumental orientation
工具型动机
refers to those cases where the learners are interested in
learning the language for the possible benefits, that is, the learner
’
s goal is functional.

Resultative
motivation:
因
果
性
动
机

Learners
’

motivation
is
strongly
affected
by
their
achievement.

Intrinsic motivation:
内在兴趣动机

Motivation as intrinsic interest.

Motivation as a multi- componential construct:

Motivation = effort + desire to achieve goal + attitudes

Task motivation:
the interest felt by the learner in performing different learning tasks.


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19.
Definition
–
interlanguage

Interlanguage
is
the
approximate
language
system
that
the
learner
constructs
for
use
in
communication through the target language.

(Larry Selinker)

It is independent of both the learner
’
s first language and the target language.

It suggests tha
t learners’ language is between L1 AND L2 and that it is a continuum along which