第十一章 Second Language Acquisition：In this chapter, we will focus on second language acquisition. Second language acquisition refers to the systematic study of how one person acquires a second language subsequent to his native language. In this chapter some key notions and models will be introduced and discussed to shed some light on second/foreign language learning in general.11.1Introduction:This section will provide a general introduction to second language acquisition (SLA) as a field of enquiry. Some key terms in this field including native language, target language, second language and foreign language will be firstly defined. Then it will be followed by the illustration of the connections between first language acquisition and second language acquisition.[判断题]Interlanguage is defined as an abstract system of learners’ target language system.
11.2Contrastive Analysis:In this section we will focus on contrastive analysis. Contrastive Analysis is a way of comparing languages, such as L1 and L2, 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 a second language learning situation. The goal of contrastive analysis is to predict what areas will be easy to learn and what areas will be difficult to learn.
11.3Error Analysis:In this section we will focus on the use of error analysis as a tool for investigating how learners acquire a second language. Error analysis involves, independently or objectively, describing the learners’ interlanguage (that is, their version of the target language and the target language itself), then comparing the two forms to locate mismatches. Different from contrastive analysis, error analysis gives less consideration to learners’ native language. Linked with the division between competence and performance, errors and mistakes were further distinguished.
11.4Interlanguage:In this section, we are going to focus on the description of interlanguage. An overview of interlanguage making explicit its main characteristics will be provided. Interlanguage, the term coined by Selinker in 1972, refers to learners' independent system of the second language, which is of neither the native language nor the second language, but a continuum or approximation from one extreme of his native language to the other of the target language. It is imperfect compared with the target language, but it is not mere translation from the learner's native language either. What learners produce, correct or wrong, are evidence of the approximation from their first language to the target language.
11.5The Role of Native Language in Second Language Learning:In this section, we will talk about the role of native language in second language learning. In the heyday of behaviorism, people found the differences or similarities between native and target languages would either lead to positive transfer or negative transfer. Errors were mainly the result of transfer of first language “habits”. With the fade-out of behaviorism, the mentalists argued that few errors were caused by language transfer; transfer was not physical carry-over, but a kind of mental process. Recent studies have discovered the native language influences not only occur as direct linguistic reflexes at phonological, lexical, semantic, syntactical or discoursal levels but also directly reflect underlying principles of languages at the cognitive level.
11.6Krashen:In this section, we will talk about Krashen’s Hypotheses. Krashen’s theory of second language acquisition consists of five main hypotheses, namely, the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter hypothesis, and the natural order hypothesis. Among them, the acquisition-learning hypothesis and the input hypothesis are attracting considerable attention, so both of them will be our focus in the section. Acquisition and learning will be firstly differentiated, and then comprehensible input hypothesis or “i+1” input hypothesis will be explained, followed by some research comments on it.
11.7Individual Differences:In this section, we will focus on individual learner differences. As we know, people learn a second language at different rate with different attainments. The language learners differ in their time and efforts spent on learning, and most notably in such aspects as language aptitude, working memory, motivation, anxiety, willingness to communicate, learning strategies, age of acquisition, personality and so on. Some dimensions of individual differences will be well exploited.
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[判断题]The goal of contrastive analysis is to predict what areas will be easy to learn and what areas will be difficult to learn.
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错[判断题]Contrastive analysis involves describing the learners’ interlanguage, then comparing the two forms to locate mismatches.
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错[判断题]It is generally believed that people learn their first language consciously and acquire their second language naturally.
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对[单选题]Mistakes often occur when learners fail to perform their competence, suggesting failure in ________.
performance
attention
competence
knowledge[多选题]________ errors occur when the learner misuses an item because it shares features with an item in the native language.
interlingual
developmental
intralingual
transfer[多选题]According to Krashen, ________ and ________ were two independent means or routes of second language learning.
acquisition
learning
transfer
input[单选题]*“I losed the game.” and “There are ten sheeps.” are illustrations of ________ and performance errors.
overgeneralization
developmental mistakes
cross-association
transfer mistakes[判断题]It is generally accepted that successful learners tend to use more strategies and use them more selectively and flexibly.
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对[判断题]According to contrastive analysis, the greater the differences between L1 and L2, the more frequently the error will occur.
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