二语习得答案(共27页).doc

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1、精选优质文档-倾情为你奉上1. 1. Think of three or four telegraphic sentences that a young child might produce. These may be in English or another language you know well. How are these little sentences similar to those in the adult language? How are they different? “telegraphic” sentences：（1）I can see a cow repea

2、ted as See cow（2）I having this. Im having nana. （3）Baby fall downSimilarities: They both contain the necessary key words, especially nouns, verbs and adjectivesDifferences: “Telegraphic” sentences lack function words like prepositions and conjunctions. They are shorter, and grammatical elements are

3、often omitted or inserted incorrectly, and they are single clauses.2. Researchers have used both longitudinal and cross-sectional approaches to investigate the order of acquisition of grammatical morphemes in English by young children. Describe these approaches in your own words. What are the challe

4、nges and the potential benefits of each?Cross-sectional approaches: A research method studies subjects at different ages and stages of development.Longitudinal studies: It is a type of observational study. By longitudinal studies, we mean that we can study learners language with a period of time, on

5、e month, one year, or more. This contrasts with Cross-sectional studies.The challenges of longitudinal study approaches: They are time-consuming and money-consuming. Also, they are not convenient. Potential benefits of longitudinal study approaches: Longitudinal studies track the same people, and th

6、erefore the differences observed in those people are less likely to be the result of cultural differences across generations. The challenges of Cross-sectional approaches: Routine data are not designed to answer the specific question. Potential benefits of Cross-sectional approaches: . The use of ro

7、utinely collected data allows large cross-sectional studies to be made at little or no expense.3. What is the wug test? What do the findings from the wug test tell us aboutChildrens developing language? What advantages does the wug test have over studies that observe childrens language in natural se

8、ttings? Can you think of some disadvantages?(1) “Wug test” is a procedure to explore childrens knowledge of language developed by Jean Berko Gleason. It was designed as a way to investigate the acquisition of the plural and other inflectional morphemes in English-speaking children. (2) By the age of

9、 three-and-a-half or four years, most children can ask questions, give commands, report real events, and create stories about imaginary ones-complete with correct grammatical morphemes.(3) Advantages of wug test By completing these sentences, children demonstrate that they actually know the rules in

10、 English, not just a list of memorized word pairs, and can apply these rules to words which they have never heard before.(4)Some disadvantages: The acquisition of the more complex grammatical structures of the language requires a different sort of explanation4. What is metalinguistic awareness? Why

11、is it a prerequisite for being able to understand most jokes and riddles? Think of a joke or riddle you know. How is metalinguistic awareness related to your understanding of what makes this joke funny? (1) Metalinguistic awareness is the ability to treat language as an object, separate from the mea

12、ning it conveys. (2) Because Metalinguistic awareness includes the discovery of such things as ambiguity-words and sentences that have multiple meaning.(3) Jokes: Why is the bride feeling unhappy in her wedding? Because she cannot marry the best man.5. What have researchers observed about the freque

13、ncy with which young children engage in imitation and repetitive practice? In what way are young childrens linguistic imitation and practice patterns different from those of some foreign language classes?(1) Observation: First year, most babies can understand quite a few frequently repeated words. S

14、peech consists of imitation, but different children have different rate of imitation Childrens imitations are not random; they do not imitate everything they hear Children sometimes repeat themselves or produce a series of related practice sentences(2) Differences: Linguistic imitation and practice

15、patterns are the natural process in which children subconsciously possess and develop the linguistic knowledge of the setting they live in. Young children learn language through exposure to the language and meaningful communication. Foreign language classes take place where the target language is no

16、t the language spoken in the language community. Children have the need of systematic studies of any kind.6. Give examples of both grammatical and lexical overgeneralization errors found in early child language. What is the general learning principle that underlies such errors?Examples of grammatica

17、l overgeneralization errors： Randall (2, 9), who is in stage 3 of question formation, concluded that the trick of asking questions is to put a certain word (in this case: are) at the beginning of the sentence. for example: Are dogs wiggle their tails？Correct form: Do dogs wiggle their tails? Example

18、s of lexical overgeneralization errors: Michel (2, 0) says: Mummy, Im hiccing up and I cant stop. (Michel has heard many two-word verbs with up, such as standing up and picking up. So he makes such a generalization.)The general learning principle that underlies such errors:(1) Children appear to pic

19、k out patterns and then generalize them to new contexts. They create new forms or new uses of words until they finally figure out how the forms are used by adults. Their new sentences are usually comprehensible and often correct.(2) Behaviorism in first language learning.7. How do the stories of Vic

20、tor and Genie (pages 1921) support the critical period hypothesis? Do you find this evidence convincing? Why do most researchers consider that the evidence from users of American Sign Language that was collected by Newport and her colleagues (page 21) is stronger support for the CPH?(1) Victor and G

21、enie are children who have been deprived of contact with language in their early years. Their language acquisition device was stimulated too late. As a result, even though they were taught to speak when they were 12 or 13 years old they CANNOT learn language like normal people and their language dev

22、elopment was abnormal. So the stories of Victor and Genie support the critical period hypothesis. (2) It is difficult to argue that the hypothesis is confirmed on the basis of evidence from such unusual children and the unknown circumstances of their early lives. We cannot know what other factors be

23、sides biological maturity might have contributed to their inability to learn language. Therefore, this evidence is not convincing (3) These users of American Sign Language are usual children who acquire their first language at different ages. They come from loving homes, yet do not receive exposure

24、to language at the usual time. Besides, the circumstances of their early lives are known to the researchers. They begin learning ASL often when they start attending a residential school where sign language is used for day-to-day communication. Moreover, in the study, there were three distinct groups

25、 of ASL users: Native signers who were exposed to sign language from birth, Early learners whose first exposure to ASL began at ages four to six at school, and Late learners who first came into contact with ASL after the age of 12. Results of the research showed that the Native group outperformed th

26、e Early learner group who outperformed the late learner group on tests focusing on grammatical markers. The study supports the hypothesis that there is a critical period for first language learning. 8. How are Piagets and Vygotskys views of first language acquisition similar? How do they differ?Simi

27、larities: (1) Both of them thought that interaction played a very important role in language development;(2) Children are active learners;(3) Development declines with ageDifferences: (1) Piaget hypothesized Childrens cognitive development would partly determine how they use language!(2)Vygotsky bel

28、ieved that Language develops entirely from social interaction.9. What was unusual about Jims exposure to language? How does this case support an interactionist perspective on language acquisition?Unusual:(1)Jim, the hearing children of deaf parents, had little contract with hearing/speaking adults u

29、p to the age of three years and nine months. (2)His only contract with oral language was through TV.(3)His parents did not use sign language with JimSupport: (1) Interactionism focus on the role of the linguistic environment in interaction with the childs innate capacities in determining language de

30、velopment. And Vygotsky thought was essentially internalized speech, and speech emerged in social interaction.(2) Jims only contract with oral language was through TV, which cannot give immediate adjustment for the needs of Jim. But when Jim began conversations with sessions with an adult, his expre

31、ssive abilities began to improve. By the age of four years and two months, most of the unusual speech patterns had disappeared, replaced by structures more typical of Jims age. 10. State the Contrastive Analysis Hypothesis (CAH) and explain why it is often linked to the behaviourist theory. What are

32、 its limitations? (1) The CAH was put forward by Dr. Robert Lado and it predicts that where there are similarities between the first and second language, the learner will acquire second language structures with ease; where there are differences, the learner will have difficulty (2) The CAH is based

33、on the behaviouristic psychology. It holds that language development is viewed as the formation of habits; it is assumed that a person learning a second language starts off with the habits formed in the first language and that these habits interfere with the new ones needed for the second language.

34、(3) Limitations: I. Not all errors predicted by CAH are actually made. II. Many of the errors which learners do make are not predictable on the basis of the CAH. III. Only a few errors made during the second language learning attributes to the interferences of the mother tongue. VI. It only focuses

35、on making comparisons between the mother tongue and the second language in terms of phonology and syntax, ignoring the comparisons in semantics, vocabulary, and pragmatics. V. Except from the mother tongue, the national culture also influences the second language learning.11. What contribution has b

36、ehaviourism made to our understanding of how languages are learned? What is the theory not able to explain? (1). I. Behaviourists account for learning in terms of imitation, practice, reinforcement, (or feedback on success), and habit formation. II. All learning takes place through the same underlyi

37、ng processes.III. Learners receive linguistic input from speakers in their environment and they form association between words and objects or events. IV. Learners receive encouragement for their correct imitations and corrective feedback on their errors. V. Learners start off with the habits formed

38、in the first language while learning a second language and these habits interfere with the new ones needed for the second language. (2).I. Where there are differences between the first language and the target language, the learners will have difficulty. II. Not all errors predicted by it are actuall

39、y made. Many of the errors which learners do make are not predictable on the basis of it. III. Many of the sentences produced by second language learners would be quite ungrammatical in their first language. Some characteristics of these simple structures are very similar across learners from a vari

40、ety of backgrounds.IV. The learners first language may not simply be a matter of the transfer of habits.12. Sum up, in your own words, the main points surrounding the debate about the nature and availability of UG in SLA. Where do you stand?UG is not suitable for explaining second language acquisiti

41、on. (1) UG is suitable for acquiring language during a critical period; it is not available for second language learners who have passed the critical period. (Even if it may be present and available, its exact nature has been changed.) (2) Formal instruction and error correction will not affect the

42、learners knowledge of second language. (3) Instead of UG, many different theories might be vital to explain some early language performance.UG is suitable for explaining second language acquisition. (1) There is still a logical problem of second language acquisition, which also appears in mother lan

43、guage learning, even if learners begin learning a second language after the critical period. (2) Second language learners need both formal instruction and error correction or they will be affected by their first language. (3) UG is necessary to explain learners knowledge of complex syntax. My stand:

44、Although it doesnt cover all aspects, UG has exactly explained second language acquisition to some extent.(logical problem, error correction, etc.) 13. Name the five hypotheses that make up Krashens Monitor Model. According to this model, what conditions must be present for acquisition to take place

45、? What are the conditions for language learning?1. The acquisition-learning hypothesis. 2. The monitor hypothesis. 3. The natural order hypothesis. 4. The input hypothesis. 5. The affective filter hypothesis.What conditions must be present for acquisition to take place? Meaningful interaction in the

46、 target language. Exposure to adequate and comprehensible input: i+1.What are the conditions for language learning?According to Krashen, for the Monitor to be successfully used, three conditions must be met: The learner must master the knowledge of rules. The learner must be focused on correctness T

47、he learner must have sufficient time to use the monitor 14. What are the limitations of Krashens theory? Why do you think that Krashens ideas have been so influential in second- and foreign-language education?Limitation 1. Difficulties to define -Whether acquisition and learning are interchangeable

48、is not clear; -The definition of Acquisition and Learning are not clear. 2. Lack of empirical evidence Its difficult to show the evidence of monitor use; we dont know what is produced by acquire system or monitor use; The natural order comes from “morpheme studies”, which is criticized by other experts; Input hypothesis has not been substantiated by empir