2022年应用语言学知识点总结.docx

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1、精选学习资料 - - - - - - - - - 学习必备 欢迎下载Josy lee 教材课程 应用语言学 复习学问点总结is established, an internal link is built up even when the third thing is not present. Mowrer s theory: a word is a conditioned stimulus while the thing to which the word refers is the unconditioned Chapter 4 first language acquisition sti

2、mulus. model: Osgoods theory :three-stage meditational Differences between Saussure and Chomsky sensory, representational and integrational. Saussure s objectiveis to describe the language systemlangue,but parole is an individual act. Saussure is more concerned with its sociological aspect. Chomsky

3、s objective is to characterize the native speakers knowledge of the system of his language 2. Cognitive theories These theories follow the rationalist approach, being more concern with the actual linguistic-processing abilities of the competence. Chomsky is more concerned with its individual. psycho

4、logical aspect. How is the first language acquired. Traditional assumption: imitation and practice Objective: to the discovery of new kinds of mental events. 1 Nativist theories the innateness hypothesis This is lied by Chomsky. Basic idea : the child is born with the biological basic for Chomskys c

5、reative hypothesis-testing-language the acquisition of language, which enables them to acquisition is based on the child s discovery of a deep and abstract theory-a generative grammar of his language child hear all kinds of utterance, but he choose only what fits his needs. His own utterances perfor

6、manceare develop a grammar that will incorporate all thecommon feature of human language. Chomsky call this as Universal GrammarUG and claim the existence of “ black English” which he calls as Language original and novel. of all language may be the Acquisition DeviceLAD. The deepest structure McNeil

7、 constructed the hypothetical grammar of child same-Universal GrammarUG in Chomskys theory. languagepivot grammer. Major L1 acquisition theories-the process of L1 This theory account for aspects of meaning, the acquisition abstractness of language, and the creativity of child 1,Behaviorist theories

8、: language. These theories follow the empiricist approach, 2 Cognitive theories 认知学派emphasizing that the only way of knowing anything is by experiencing it physically. Basic tenet 原就 : since one cannot observe his internal states, which is regarded as a “black box ”, hence one can Chapter 5 second l

9、anguage learning The nature of second language learning 1Native-like proficiencythe goal of second not know anything about them, any statements about the language learning internal states or process are meaningless. The only meaningful statements about the organism concern what Three components of L

10、2 proficiency : 1 Grammatical competence: i.e linguistic goes into itstimulusand what comes out of itresponse. competence vocabulary, Objective :is to discover and create predictable relationship/association between stimulus and response. pronunciation, grammatical structure and word form. 1imitatio

11、n-reinforcement theories - skinner 2 Sociolinguistic competence: i.e Basic idea: verbal behavior, like other human behaviors, is controlled by its consequences. In the process of first language acquisition, if a certain correct response is repeatedly reinforced, it is conditioned and becomes a habit

12、, then finally the child acquires his native language. 2 mediation theories-to fill the “black communicative competence- sociocultural rules for using language appropriately, discourse rules for thinking parts of a language text coherently and cohesively. 3 Strategic competence: i.e L2 leaners box”a

13、bility to compensate for problem in Basic ideal : two thing connecting with a third thing tend to be in associating with each other. One the association communicationverbal and non-verbal communication strategies. 名师归纳总结 - - - - - - -第 1 页,共 8 页精选学习资料 - - - - - - - - - 学习必备 欢迎下载Major2 learning theor

14、ies-the nature and process of L2 learning 1. The interlanguage theory Definition: Ronald Carteis a transitional stage in learning a second or foreign language. language system bordering on the first language and the form 3Knowing the rule 3The natural order hypothesis Basic idea : there is a predict

15、able, natural order for the acquisition of grammatical structures in a second language. Average orderEnglish as a second language：target language. INGprogressive/PLURAL/COPULA“to be”- Larry Selinker first used this term to refer to “ the attempted meaningful performance ”Corder explained: “is the co

16、llective name of AULILIARYprogressive, as in “he is going”/ARTICLEa,the- Irregular past-regular past/iii singular/possessive second language learnersversions of target Three requirement for presenting rules: languages and call it transitional competence. Learnable/portable/not yet acquired acquire P

17、remises: 1 the learner constructs a grammar, a 4The input hypothesis-how we system of abstract linguistic rules which underlies comprehension and production. language Basic idea : learners acquire language as sa result 2the learners grammar is permeable. of comprehending input addressed to them. we

18、3The leaners competence is transitional. acquire L2 by understanding language that contain 4The learners performance is variable. structure a bit beyond our current level of 5Interlanguage development reflects cognitive competence. i+1 Once our communication is 6learning strategies and communication

19、 successful and the input is understood, the strategies. production emerges. The interlanguage system may fossilize. 分类： premodified input: is material that is finely The principle characteristics: tuned in advance to the learners current level. 1 Interlanguage system is “reduced”or Interactively mo

20、dified input: is material “simplified”system and have “restricted usually spoken discoursethat is modified when functions”. the teacher and the learner interact. 2 Interlanguage system is dynamic. -结论：课堂有其重要性, 由于能大量供应 INPIT 2. Monitor theory -the laws governing 5The affective filter hypothesis-the L

21、2acquisition Developed by S. Krashen and contain five hypothesis relationship between affective filter and the second language acquisition Basic idea : L2 acquirers vary with respect to the 1The acquisitionlearning hypothesis the most strength or level of their affective filters. While fundamental o

22、f all the five Basic idea: adult have two independent ways of developing competence in a second language-language acquisition and language learning. The former is subconscious process and latter is conscious process. 2The monitor hypothesis he claims that the input plays the primary role in L2 acqui

23、sition and the filter affective variables act to impede or facilitate the delivery of input to the language acquisition device. Summary of Monitor Theories- 1Acquisition is more important that learning in Basic idea: acquisition and learning are used 2two conditions to acquire a second language very

24、 specific ways. Normally, acquisition Comprehensible inputa bit beyond the “initiates” our utterances and be responsible for our fluency. Learning act as a Monitor and Editor in L2 language learning. Three conditions for monitoring: Thus, A low or weak affective filter 5The creative construction mod

25、el Developed by M. Burt and H. Dulay and based on Chomskys linguistic theory of “creative aspect conscious learning play a limited role in L2 of language use”performance and only three conditions are met may be it used.- 1having time 2Focusing on Basic idea : refers to a process in which the learner

26、s gradually reconstruct rules for speech they 名师归纳总结 - - - - - - -第 2 页,共 8 页精选学习资料 - - - - - - - - - 学习必备 欢迎下载hear, guided by their innate mechanisms which cause them to formulate certain types of hypothesis about the language system being acquired, utile the mismatch between what they are exposed

27、to and what they produced is resolved. 2the main difficulties in L2 learning are caused by interference from the L1. 3CA can predict or account for difficulties in L2 learning. 4CA can reduce the difficulties and facilitate L2 It propose the internal creativity mechanism ：learning. 图Major object : p

28、roviding insight into similarities and difficulties. Predicating problems in L2 learning. Developing course materials for language taching. Error Analysis Basic idea: Corder claimed EA is a type of bilingual comparison, a comparison between learners interlanguage and the target language system. It i

29、s a methodology of describing L2 learner s language the language environment provides the input for mental processing and the leaners verbal performance is the output. Three processing mechanism is involved. Affective filter Language learners do not take in everything they hear. The affective filter

30、s, like motivation, self-confidence and anxiety, controls the entry of system. Two justification: to understanding the nature of errors and to eradicate them. / is necessary to an understanding of the process of second language acquisition. 对比： CA aimed to predicate errors resulting from L1, which f

31、ailed to account for other types of errors. While EA compare the learner s interlanguage and the target language. Tow Source of errors: input. Cognitive organizer Interlingual errorstransfer errors: it occurs when learner misuse an item because it shares some features with an item in the native lang

32、uage. It responsible for the leaners gradual organization of the new language system. Linguistic monitor It responsible for a kind of self-editing process by which learners are concerned about linguistic Intralingual errorsdevelopmental errors: errors within the target language itself. OVERGENERALIZ

33、ATION Types of errors :forms, using conscious rules to produce sentences. Chapter 9 Contrastive Analysis and Error Analysis Contrastive Analysis Basic idea: by the comparison and contrast of two or more language to determine the differences and similarities of two language, and the ultimate goal is

34、to identify the difficulties of L2learning. or to predicate what area will be easy and what will be difficult. Theoretical bases-behaviorism and structuralism Basic assumption : 1L2 learning involves overcoming difficulties in the linguistic systems of the target language.Grass and Process of EA: Se

35、linker 名师归纳总结 第 3 页,共 8 页- - - - - - -精选学习资料 - - - - - - - - - 学习必备 欢迎下载Recognition-Description-Explanation Explanation: the source of errors: interlingual performance on tests is consistent with prediction that we make on the basis of a theory of abilities or transferthe interference of the first l

36、anguage / constructs. Intralingual transferovergeneration of the rules of the target languge Empirical Validity Basic idea : measure the validity of a test by comparing the test with one or more criterion measures. It contains two ways: concurrent Two issues: : the relatively permanent validitycompa

37、ring the test with other valid tests at Fossilization the same time and predictive validitycomparing incorporation of incorrect linguistic forms into a persons second language competence. Pidginization : refers to the process by which a pidgin develops. The learner instinctively attempts to bring tw

38、o languages together, which results in aspects of both. Chapter 11 Language Testing Test E. Ingran“ a test is a measuring device which we use when we want to compare an individuals who belong to the same group”Brown - “ a test is a method of measuring a persons ability or knowledge in a given area.”

39、Requirements for a good testvalidity, reliability, discrimination and practicality. the test with other valid tests or other performance criteria obtained at a later time. The only difference is time. 2 , Reliability - stability and consistency of test scores Validity ensures the meaningfulness of a

40、 test, reliability ensures its consistency. It is a measure of the degree to which a test gives consistent results. A test is reliable, if it meets the above four conditions : 1a test is given to a group of students on different occasions 2two parallel forms of the test are given tom the same group

41、on different occasions 3the test is scored by the same scorer on different occasions 4the test is scored by two or more competent 1 , Validity: the most important requirement. It scorers. refers to the degree to which a test measures what it is meant to measure, or can be used successfully for the p

42、urposes for which it is intended. Face validity, content validity, construct validity, empirical vality. Face validity : 外行人 it refers to the degree to which a test appears to measure the abilities or knowledge it claims to measure, based on the subjective judgment. Its superficial. Content validity

43、 :内行人 it refers to the degree to which a test adequately and sufficiently measures the particular skills or behavior it sets out to measure. Construct validity : 才能的测试 It assumes the existence of certain learning theories or constructs which underlie the acquisition of abilities and skills. Thus it

44、refers to the degree to which the items in a test reflect the essential aspects of the theory the construct on which the test is based. Eg: 英语语 言才能的测试（听说读写译）Bachman : it is concerned with the extent to which Four factors affect the reliability: 1 the extent of the sample material selected for testin

45、g-the bigger, the more reliable 2 the administration of the test: 同一考试在不同 的时间,不同对象下结果相同；3 scoring the test 4 test instructions:考试相关要求 5 personal factor three ways to measure reliability: 1test-retest reliability 相同的考试在不同时间考 2parallel reliability- 几个 parallel tests给同一对 象3split-half reliability- 一场考试分为两半执行Types of language test 1 , Tests distinguished by use Achievement tests, or attainment tests结业考试 特殊是 课程考试 Aims to measure how much of a language the learner has learned with reference to a particular course of study or program of instruction. 名师归纳总结 - - - - - - -第 4 页,共 8 页