图形联想创意.doc

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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流图形联想创意.精品文档.Discussion Questions of SLAChapter 1: Learning a first language1. 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 adu

2、lt language? How are they different?Telegraphic sentences:1:Mommy juice. 2:baby fall down. 3:Daddy uh-oh.Similarity: The word order reflects the word of the language they are hearing, which is similar to adults.Difference: A young child is tend to leave out such things as articles, prepositions, and

3、 auxiliary verbs.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 challenges and the potential benefits of each?Longitudin

4、al approach: a approach which studies the same learners over an extended period of time.Cross-sectional approach: a approach which studies different learners at the same time. (e.g. Someone uses cross-sectional approach to study children at different ages and stages of development.)For longitudinal

5、approach, its benefit is that it shows the evidence for a developmental sequence or order of acquisition. Its challenge is that it fail to fully demonstrate that children do not master the morphemes at the same rate.For cross-sectional approach, its benefit is that it fully demonstrates that childre

6、n who accurately use the late morphemes can use the early morphemes accurately. But the verse is not true. 3. What is the wug test? What do the findings from the wug test tell us about Childrens developing language? What advantages does the wug test have over studies that observe childrens language

7、in natural settings? Can you think of some disadvantages?Wug test: a test by which children demonstrate that they actually know the rules of morphology.e.g. Children are shown pictures of imaginary creatures with novel names or people performing mysterious actions. For example, they are told, Here i

8、s a wug. Now there are two of them, there are two_.Findings: By completing the sentences in wug test, children demonstrate that they actually possess implicit knowledge of linguistic morphology, which fights against behaviorism.Advantages and disadvantages: A critical attribute of the test is that t

9、he target word be a made-up (but plausible-sounding) pseudoword, so that the child will never have heard it before. A child who knows that the plural of witch is witches may have heard and memorized that pair, but a child responding that the plural of wug (which he has presumably has never heard) is

10、 wugs, has apparently inferred (perhaps unconsciously) the basic rule for forming plurals.4. What is metalinguistic awareness? Why 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 understandi

11、ng of what makes this joke funny?Mentalinguistic awareness: the ability to treat language as an object, separate from the meaning it conveys.Mentalinguistic awareness includes the discovery of such things as ambiguitywords and sentences that have multiple meaning. This gives children access to word

12、jokes, trick questions, and riddles.e.g. 牙齿在刀口上 you cannot treat 牙齿as real teeth and 刀口 as the real knife edge, but treat 牙齿,刀口as only words.5. What have researchers observed about the frequency with which young children engage in imitation and repetitive practice? In what way are young childrens li

13、nguistic imitation and practice patterns different from those of some foreign language classes?Observation: 1:Childrens imitations are not random but selective.2:They imitate what they understand.3:They imitate new words and sentence structures until they become solidly grounded in his language.My d

14、ear, would you like some milk?My dear, would you like some milk?My dear, would you like some milk?Difference: different from those of some foreign language classes, young children imitate what they want to imitate.6. Give examples of both grammatical and lexical overgeneralization errors found in ea

15、rly child language. What is the general learning principle that underlies such errors?Example of grammatical overgeneralization errors: Randall(2,9):Are dogs wiggle their tails？Correct form :Do dogs wiggle their tails?Example of lexical overgeneralization errors:Randall had a little bump on his hand

16、 and his mother said that theyd have to take him to the doctor. Randall(3,0) asks: Why? So he can doc my little bump?The general learning principle that underlies such errors:Children appear to pick out patterns and then generalize them to new contexts. They create new forms or new uses of words unt

17、il they finally figure out how the forms are used by adults. Their new sentences are usually comprehensible and often correct. It reflects the influence of behaviorism in first language learning.7. How do the stories of Victor and Genie (pages 1921) support the critical period hypothesis? Do you fin

18、d 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?Victor and Genie are children who have been deprived of contact with language in their early

19、years. Their language acquisition device was stimulated too late, so they CANNOT learn language like normal people. Their language development was abnormal. (Victor only uttered “lait” as an excited exclamation at the sight of milk and never used the word to communicate his need. Genies language con

20、tained many of the features of abnormal language development)So the stories of Victor and Genie support the critical period hypothesis.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

21、cannot know what other factors besides biological maturity might have contributed to their inability to learn language.Therefore, this evidence is not convincing.Reason :1. These users of American Sign Language are usual children who acquire their first language at different ages. They come from lov

22、ing homes, yet do not receive exposure to language at the usual time. 2. And 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.3. In the study, the

23、re were three distinct groups 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

24、 Native group outperformed the 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 sim

25、ilar? How do they differ?Piaget(early)1:Observed the action of infants and children and traced the development of their cognitive understanding2:Childrens cognitive development partly determined how they use language3:Language was a number of symbol systems which are developed in childhood and can r

26、epresent childrens knowledge.Vygotsky(strong)1:Referred to what the child could do in interaction with another, but not alone2:Observed the conversations and saw the origins of both language and thought.3:Thought was internalized speech and speech emerged in social interaction, they developed separa

27、tely and then combined together, for example, children at the age of 3-7 would talk to themselves.4:Language developed entirely from social interaction.Similarities: interaction1:Both of them were interactionists 2:language develops as a result of the complex interplay between the uniquely human cha

28、racteristics of the child and the environment in which the child develops.3:Compared with innatists,more importance to the environment，for example, emphasizing child-directed speechlanguage acquisition is similar to and influenced by other skills and knowledge, rather than as independent of the chil

29、ds experience.Differencesthe relative contributions of human mind and the environmentPiagetInteraction with physical world cognitive understanding growth and language development.VygotskyInteraction with physical world thought (internalized speech) development;Social interaction language (social lan

30、guage)development;At the age of 2-7, thought and language combine.9. What was unusual about Jims exposure to language? How does this case support an interactionist perspective on language acquisition?Jim, the hearing child of deaf parents, exposed to language only through television to the age of 3,

31、9. His parents did not use sign language with him. Thus, Jim did not begin his linguistic development in normal environment in which a parent communicated with him either oral or sign language. The fact that he had failed to acquire language before interacting with adults suggests that the problem l

32、ay in the environment. The exposure to impersonal sources of language such as television is insufficient for the child to learn language.The case of Jim emphasizes the important of interaction. One-to-one interaction gives the child access to language which is adjusted to his or her level of compreh

33、ension, which supports the interactionists perspective.Chapter 2: Theoretical approaches to explaining second language learningThe behaviourist perspective10. State the Contrastive Analysis Hypothesis (CAH) and explain why it is often linked to the behaviourist theory. What are its limitations?The C

34、AH predicts that where there are similarities between the first language and the target language, the learner will acquire target-language structures with ease; where there are differences, the learner will have difficulty.Because behavirourists believe that language development is viewed as the for

35、mation of habits and 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, CAH is often linked to the behaviourist theory.There is little doubt that a learners f

36、irst language influences the acquisition of a second language. However, researchers have found that not all errors predicted by the CAH are actually made. Furthermore, many of the errors which learners do make are not predictable on the basis of the CAH.11. What contribution has behaviourism made to

37、 our understanding of how languages are learned? What is the theory not able to explain?Behaviourists account for learning in terms of imitation, practice, reinforcement, and habit formation. Learners receive linguistic input from speakers in their environment and they form associations between word

38、s and objects or events. Theses associations become stronger as experiences are repeated. Learners receive encouragement for their correct imitation, and corrective feedback on their errors. The theory may not able to explain that some learners are reluctant to transfer certain features of their lan

39、guage to the second languages, even when the translation equivalent would be correct. Also, language learners may utter some sentences and expressions that they may not hear before.The innatist perspective12. Sum up, in your own words, the main points surrounding the debate about the nature and avai

40、lability of UG in SLA. Where do you stand?UG proposed by Chomsky permits all children to acquire the language of their environment, during a critical period in their development but not makes specific claim in SLA. But some people argue that even if second language learners begin to learn SL after t

41、he end of the critical period and even if many fail to achieve complete mastery of the target language, they still know more about the language than they could reasonably have learned. They infer from this that UGmust be available to second language learners as well as to the first language learners

42、.I believe that UG can applied in SLA, since we cannot deny that we can speak more expressions of second language than we have learned before.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? What

43、 are the conditions for language learning?There are five hypotheses that make up Krashens Monitor Model: the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the affective filter hypothesis.In Krashens view, we acquire as we are exposed

44、to samples of the second language which we understand. This happens in much the same way that children pick up their first languagewith no conscious attention to language form. We learned on the other hand, via a conscious process of study and attention to form and rule learning.14. What are the lim

45、itations of Krashens theory? Why do you think that Krashens ideas have been so influential in second- and foreign-language education?Limitations: in his the monitor hypothesis, it is very difficult to show evidence of monitor use. In any given utterance, it is impossible to determine what has been p

46、roduced by the acquired system and what is the result of monitor use. In his the input hypothesis, while he acknowledged that some people who are exposed to extensive comprehensible input do not achieve high levels of proficiency in the second language.Influence: the affective filter hypothesis have

47、 immediate implications for classroom practice. Teachers can understand why some learners, given the same opportunity to learn, may be successful while others are not. Also, Krashens theory support communicative language teaching, particularly in North AmericaThe cognitive perspective15. How does in

48、formation-processing model explain SLA?Information-processing model explain SLA as the building up of knowledge system that each can eventually be called on automatically for speaking and understanding.Interactionist position16. In what way are proponents of the interactionist position in SLA in agr

49、eement with Krashens monitor model? In what way do they go beyond it?Interactionist position in SLA agrees with Krashen that comprehensible input is necessary for language acquisition. However, Interactionist position is more concerened with the acquisition of how input is made comprehemsible.17. What kinds of