语言学第十、十一章练习题 7654.doc

该【语言学第十、十一章练习题 7654 】是由【花双韵芝】上传分享，文档一共【7】页，该文档可以免费在线阅读，需要了解更多关于【语言学第十、十一章练习题 7654 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。:. Thecapacity toacquire one’sfirst language is afundamental humantrait that all humanbeings areequally follow asimilar acquisition schedule ofpredictable stages alongtheroute oflanguagedevelopmentacrosscultures, thoughthere isanidiosyncratic variation intheamountoftime that takes individuals ,orsuperior,,,,,playsatbestaveryminorroleinthechild ’ ofchildren indifferent languageareasoftheworldreveal thatthedevelopmentalstagesaresimilar,possiblyuniversal, ’sbabblingseemstodependonthepresenceofacoustic,,thetwo-wordstagebeginsroughlyinthesecondhalfofthechild’’stwo-,nomatterwhatlanguagetheyareexposedto,,asfarastheessentialsareconcerned,:,humansarequippedwiththeneuralprerequisitesforlanguageandlanguageuse,,alsocalledm______orb______, theory suggested that achild’sverbal behaviour wasconditioned through association ,,byestablishingthelinguisticdifferencesbetweenthenativeandtargetlanguagesystems,’’urswhenthelearner’:, , - inchildren’spronunciationorreportingofthetruthfulnessofutterances, ,theacquisitionofasecondlanguageinvolves,andisdependenton,,-’’ ’ ’,exceptthosewithmentalorphysicalimpairments, -6-10F FFFF 11-15TTTTT 16-, ,. caretakerspeech :,motherses, :Theyaretheearlymultiwordutterancesofchildrenwhichtypicallylackinflectionalmorphemesandmostminorlexicalcate-"substantive"or"content"-guagefoundintelegrams,:Secondlanguageacquisition(SLA)isageneraltermwhichreferstotheacquisitionofasecondlanguage(L2),incontrastwithfirstlanguageacqui-sition(FLA).SLAisalsousedasageneraltermtorefertotheacquisitionofaforeignorsubsequentlanguage(suchasathirdorfourthlanguage).Thus,SLAisprimarilythestudyofhowlearnersacquireorlearnanaddi-tionallanguageaftertheyhaveacquiredtheirfirstlanguage(LI).:AccordingtoKrashen,acquisitionreferstothegradualandsubcon-:Learning,however,umulatingknowledgeofasecondlanguageusu- :, :prisesthelearner'-betweenandyetdistinctfromthelearner''petencemovingalongalearningcontinuumstretchingfromone'::,thelearnersdesiretolearnasecondlanguagebecauseitisusefulforsomefunctional,“instrumental”:,'sthedifferencebetweenacquisitionandlearning,accordingtoKrashenAccordingtoKrashen,acquisitionreferstothegradualandsubcon-,however,isdefinedasaconsciousprocessumulatingknowledgeofasecondlanguageusu-,Krashenar-gues,monlylearnedbuttosomedegreemayalsobeacquired,.,acquired),,anEnglishlanguagelearnermayhavelearnedarulelikethethirdpersonsingular"-s",)Theoptimumageforsecondlanguageacquisition:Firstlanguageacquisitionisessfulwhenitoc-cursduringtheearlyyearsofone'slifebeforepuberty,ordwiththemaximof"theyoungerthebetter".'-pletelylostwhileone')Motivation:Motivationinlanguagelearningcanbedefinedintermsofthelearner’'sgoalisfunctional,andintegrativemotivationoccurswhenthelearner'(usedinalimitedenvironmentsuchasinschool),thelearnerislikelytobenefitfromanintegrativemotivation;butifthetargetlanguagefunctionsasasecondlanguage(usedasaprimarymeansofcommunicationinthecommunityofthelearner),)Personality:Intuitively,,however,-nizedthatasaresultofbeingfrequentlyexposedtoandinteractingwiththetargetlanguage,,Agoodsecondlanguagelearneris,amongotherthings,anadolescentwhohasastrongandwell-de----betweenandyetdistinctfromthelearner''petencemovingalongalearningcontinuumstretchingfromone',interlanguageisaproductofL2training,mothertongueinterfer-ence,overgeneralizationofthetargetlanguagerules,,itwashypothesizedthatL2errorswerepredominantlytheresultofnegativetransfer,,themajortaskofsecondlanguageteachingshouldpredominantlybe:first,contrastthenativeandthetargetlanguagesystemsandmakepredictionsaboutthelanguageitemsthatwouldcausedifficultyandtheerrorsthatlearnerswerelikelytomake;,,whereasmanyactualerrors,suchas"goed"and"foots",,accordingtothecontrastiveanalysisapproach,,errorsproducedinalearner'ssecondlanguageutterancemayverywellbedevelopmentalerrorsandtherefore,shouldnotbelookeduponsimplyasafailuretolearnthecorrectform,