二语习得概念对比

二语习得概念对比1.modifiedinput:Adaptedspeechwhichadultsusetoaddresschildrerandnativespeakersusetoaddresslanguagelearnerssothatthelearnerwillbeabletounders「Examplesofmodifiedinputincludeshorter,simplersentences,slowerrateofspeech,andbasicvocabulary.enhancedinputInputwhichisalteredinanefforttomakeitmoresalienttolearneItcanbemoreorlessexplicitrangingfromexplicimetalinguistixommentstotypographicahnhancement(boldtypeorunderliningjbrexaggeratedstressinspeaking.comprehensibleinputAtermintroducedbyStephenKrasheneftartolanguagewhichalearnercanunderstand.Thelanguagemaybecomprehensibleinpartbecauseofcluessuchasgestures,situations,orpriorinformation.2.behaviorismApsychologicaltheorythatalllearning,whetherverbalornon-verbal,takesplacethroughtheestablishmentofhabits.Accordingtothisview,whenlearnerimitatandrepeatthelanguagetheyhearintheinsurroundingmvironmentandarepositivelyreinforcedfordoingso,habitformation(orlearning)occurs.connectionismAtheorywhichviewslanguageasacomplexsystemofunitswhichbecomeinterconnectedinthemindastheyareencounteredtogether.Themoreoftenunitsareheardorseentogether,themorelikelyitisthatthepresenceofonewiltotheactivationoftheother.innatismAtheorythathumanbeingsarebornwithsomebasicknowledgeaboutlanguagesingeneralthatmakesitpossibletolearnthespecifidanguageoftheenvironment.interactionismAtheorythatlanguageacquisitionisbasedbothonlearners'innateabilitiesandonopportunitiestoengageinconversations,oftenthoseinwhichotherspeakersmodifytheirspeechtomatchthelearruni!atiommrequirements.Theinnateabilitiesarenotseenasbeingspecifictolanguageorlanguageacquisition.3.developmentalfeaturesThoseaspectsofalanguagewhich,accordingtoPienemannandhiscolleagues,developinaparticularsequence,regardlessofinputvariation(instruetionalintervention.variationafeaturesIncontrastothedevelopmentalfeatureintheframeworkdevelopedbyPienemannandhiscolleaguesvariationafeatures(foeexample,vocabulary,somegrammaticalmorphemes)canbelearnedatanypointinthelearner'sdevelopment.4.cross-sectionaritudy:Aresearchnethodinwhichsubjectsitdifferentgesandstagesofdevelopmentarestudied.Inferencesaboutsequenceswhichwouldapplytothedevelopmentofindividualearneraresometimesdrawnfromcross-sectionalstudies.Thiscontrastdonjgikudinalstudieslongitudinalstudiesstudyinwhichthesamelearnersarestudiedoveraperiodoftime.Thiscontrastswcrxhss-sectionalstudy.5.descriptivetudy:Researchwhichdoesnotinvolveanymanipulationchange,orinterventioninthephenomenonbeingstudied.Theresearcher'sgoalistoobserveanrecordwhatishappening.ThiscontrasXpewiiteintalstudyexperimentalstudyResearchwhichisdesignedtostudytheroleorimpactofoneormoreveryspecificvariables.Astrictlyexperimentalstudywouldhave‘experimentaand‘controgroupswhichdifferfromeachotheronlyinthecreatealloftheconditionwhichpermitastudyb®temedasa‘genuine'experimentalInthisbook,thetermisusedinanon-technicalsensetorefertoresearchinwhichanattempthasbeenmadetoinvestigateasinglevariableinaneducationalsetting.&integrativemotivation/instrumentalmotivationThisdistinctionontrastsmotivatiorforsecondlanguagelearningwhichisbasedonadesiretoknowmoreabouttheculturalandcommunityofthetargetlanguagegroupandevenadesiretobemorelikemembersofthatgroup(integratimetivation)vithmotivatioiwhichismorepracticahjuchastheneedtolearnthelanguageinordertogetabetterjob(instrumentalmotivation).7.languageacquisitianThistermismostoftenusedinterchangeablyithlanguagelearning.However,forsomeresearchers,mostnotablyStephenKrashen,acquisitioniscontrastedwithlearning.AccordingtoKrashen,acquisitionrepresentsunconsciouslearningwhichtakesplacewhenattentionsfocusedonmeaningratherthanlanguageform.languagelearningInthisbook,thistermisageneralonewhichsimplyreferstoalearnersdevelopingknowledgeofthetargetlanguage.InStephefeKtesmenhowever,Fearnirfgiscontrastedwitquisiti'nandisdescribedaconsciou'processwhichoccurswhenthelfeaiobijectiveistolearnaboutthelanguageitself,ratherthantounderstandmessageswhichareconveyedthroughthelanguage.genuinequestionIncontrasttodisplayquestions,genuinequestionsareaskedwhenthereisafocusoninformation:theaskerdoesnotknowtheanswerinadvance(forexample,^atdidyoudoattheweek'nd?displayquestionAquestiontowhichtheaskeralreadyknowstheanswer.Teacheroftenaskthesequestion(forexampte,colourisyourshirnotbecausetheyaregenuinelyinterestedintheanswer,butrather,togetthelearnertodisplayhi；herknowledgeofthelanguage.9.tasked-basedinstruetionnstruetioninwhichclassroomactivtatsie'sarialartothosewhichlearnermightengageinoutsidethesecondorforeignlanguageclassroom.Tasksmaybecomplex,forexample,creatingaschoolnewspaper,ormorelimited,forexample,makingaphonecalltoreserveatrainticket.form-focusedinstruetianInstruetiowhichdrawsattentiortotheformsandstructuresofthelanguagewithinthecontextofcommunicativeinteraction.Thismaybedonebygivingmetalinguisticinformation,simplehighlightingtheformIquestionorbyprovidingcorrectivefeedback.10.content-basedinstruetianSecondlanguageprogramsinwhichlessonsareorganizedaroundtopics,hemes,and/orsubject-matteratherthanlanguagepoints(forexample,Frenchimmersionprograms).comprehensive-basedinstruetionAgeneraltermtodescribesvarietyofsecondlanguageprogramsinwhichthefocusofinstruetionisoncomprehensionratherthanproduction(forexample,TotalPhysicalResponse).11.developmentalerrorAnerrorinlearnerlanguagewhichdoesnotresultfromfirstlanguageinfluencebutratherreflectsth'lgradualdiscoveryofthesecondlanguagesystem.Theseerrorsareoftensimilartothosemadebychildrenlearningthlanguageastheirmothertongue.overgeneralizationerrcThistypeoferroristheresultoftryingtousearuleinacontextwhereitdoesnotbelong,forexample,putting^erlegudiurgonanirregularverb,asbiiyed”nsteadof“bought”.simplificatioiLeavingoutelementsofasentence,aswhenallverbshavethesameformregardlessofperson,number,tense,for‘egampoday.Hegoyest'day.12.competence:Chomskyusedthistermtorefertoknowledgeoflanguage.ThisiscontrastedwithperformancewhichisthewayapersonactuallyuseslanguagewhetheSorspeaking,listening)rwritingBecausewecannotobservecompetencedirectly,wehavetoinferitsnaturefromperformance.performance:Thelanguagethatweactuallyuseinlistening^peaking,reading,writing.Performanceisusuallycontrastzexihpeifelncewhichistheknowledgewhichunderliesourabilitytouselanguage.Performanceissubjecttovariationsduetoinattentionorfatiguewhereascompetence,atleastforthematurenativespeaker,moststable.13.fieldindependent/fielddependentsdistinctionhasbeenusedtodescribepeoplewhodiffeiintheirtendencytoseethetreesintheforeStThatis,somepeople(called‘ieldindependen'areveryquicktopickoutthehiddenfiguresinacomplicateddrawing.Others(cafied(dependent)aremoreinclinedseothewholedrawingandhavedifficultseparatingitintoparts.