一 概论Chapter 1. Introducing SLA1. Second language acquisition (SLA)2. Second language (L2)（也可能是第三四五外语） also commonly called a target language (TL)Refers to: any language that is the aim or goal of learning.ScopesTakes place inExamplesInformal L2 learningNaturalistic contexts“pick up”InteractingFormal L2 learningClasses or coursesClassesL2 learning that involves a mixture of formal and informal learningNaturalistic contexts combined with Classes or coursesInteracting and learning in classes at the same time3. Basic questions:1). What exactly does the L2 learner come to know?2). How does the learner acquire this knowledge?3). Why are some learners more successful than others?Different answers from different fieldsFieldsEmphasizeLinguistsCharacteristics of the differences and similarities in the languages that are being learned;The linguistic competence (underlying knowledge) and linguistic performance (actual production).Psychologists and psycholinguistsThe mental or cognitive processes involved in acquisition;The representation of languages in the brain.SociolinguistsVariability in learner linguistic performance;Communicative competence (pragmatic competence).Social psychologistsGroup-related phenomena;The interactional and larger social contexts of learning.Applied linguists about SLAAny one or more perspectives above;Theory and research for teaching.4. 3 main perspectives:linguistic; psychological; social.Only one (x) Combine ()Chapter 2. Foundations of SLA. The world of second languages1. Multi-; bi-; mono- lingualism1) Multilingualism: the ability to use 2 or more languages. (bilingualism: 2 languages; multilingualism: 2)2) Monolingualism: the ability to use only one language.3) Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4) Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2. People with multicompetence (a unique combination) 2 monolingualsWorld demographic shows: 3. Acquisition 4. The number of L1 and L2 speakers of different languages can only be estimated.1) Linguistic information is often not officially collected.2) Answers to questions seeking linguistic information may not be reliable.3) A lack of agreement on definition of terms and on criteria for identification. The nature of language learning1. L1 acquisition1). L1 acquisition was completed before you came to school and the development normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the school years.TimeChildren will 6 months (infant)Produce all of the vowel sounds and most of the consonant sounds of any language in the world.Learn to discriminate the among the sounds that make a different in the meaning of words (the phonemes) 3 years oldMaster an awareness of basic discourse patterns 3 years oldMaster most of the distinctive sounds of L1 5 or 6 years oldControl most of the basic L1 grammatical patterns2. The role of natural ability1) Refers to: Humans are born with an innate capacity to learn language.2) Reasons:w Children began to learn L1 at the same age and in much the same way.w master the basic phonological and grammatical operations in L1 at 5/ 6.w can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often systematically different from those of the adults around them.w There is a cut-off age for L1 acquisition.w L1 acquisition is not simply a facet of general intelligence.3) The natural ability, in terms of innate capacity, is that part of language structure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate social experience (including L1 input and interaction) is 2) Intentional L1 teaching to children is not necessary and may have little effect.3) Sources of L1 input and interaction vary for cultural and social factors.4) Children get adequate L1 input and interactionsources has little effect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the inputpronunciation. L1 vs. L2 learning1. L1 and L2 development:StatesL1L2Initial stateInnate capacityInnate capacity?; L1 knowledge; World knowledge; Interaction skillsIntermediate statesBasic processesChild grammarMaturationLearner language(interlanguage-IL)TransferNecessary conditionsInput reciprocal interactionInputFacilitating conditionsFeedback; aptitude; motivation; instructionFinal stateNative competenceMultilingual competence2. Understanding the states. The logical problem of language learning1. Noam Chomsky: