[已关闭问题] Can you translate them?
二语习得部分重要概念
The Interface Hypothesis: Instruction facilitates acquisition by (1) supplying the learner with conscious rules, and (2) providing practice to enable them to convert this conscious, ‘controlled’ knowledge into ‘automatic’ knowledge.
The Interlanguage Theory: both the internal system that a learner has constructed at a single point in time and to the series of interconnected systems that characterize the learner’s progress over time.
The Natural Order Hypothesis: The elements of language are acquired in a predicable order.
The Monitor Hypothesis: Learned knowledge is completely separated from acquired knowledge. Utterances are initiated by the acquired system, and that the learned system only comes into play when learners monitor the output from it.
Connectionism: Learning is seen as simple instance learning (rather than explicit/implicit induction of rules, hypothesis formation or restructuring), which proceeds based on input alone.
Interlanguage Variation: Interlanguage exhibits more variability than do native languages. It consists of unsystematic and systematic variation.
Interlanguage Pragmatics: “study of nonnative speakers’ use and acquisition of linguistic action patterns in a second language” (Kasper, 1989)
Input: What is available to the learner.
Intake: What is actually internalized by the learner.
Interaction analysis: involves the use of a form or schedule consisting of a set of categories for coding specific classroom behaviors.
Input Hypothesis: Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (Krashen, 1981)
Output Hypothesis: Learners need the opportunities of meaningful use of their linguistic resources to achieve full grammatical competence.
Noticing Hypothesis: Attention is essential to learning; there could be no learning without attention (Schmidt, 1990)
Universal Grammar: A set of innate principles common to all languages.
Transfer: A general term for a number of different kinds of influence from languages other than the L2.
Negative Transfer: Learner’s L1 impedes L2 learning.
Positive Transfer: Learner’s L2 impedes L1 learning.
Contrastive Analysis Hypothesis: It is possible to predict when difficulty will occur in the basis of differences between the native and target languages.
The Interface Hypothesis: Instruction facilitates acquisition by (1) supplying the learner with conscious rules, and (2) providing practice to enable them to convert this conscious, ‘controlled’ knowledge into ‘automatic’ knowledge.
The Interlanguage Theory: both the internal system that a learner has constructed at a single point in time and to the series of interconnected systems that characterize the learner’s progress over time.
The Natural Order Hypothesis: The elements of language are acquired in a predicable order.
The Monitor Hypothesis: Learned knowledge is completely separated from acquired knowledge. Utterances are initiated by the acquired system, and that the learned system only comes into play when learners monitor the output from it.
Connectionism: Learning is seen as simple instance learning (rather than explicit/implicit induction of rules, hypothesis formation or restructuring), which proceeds based on input alone.
Interlanguage Variation: Interlanguage exhibits more variability than do native languages. It consists of unsystematic and systematic variation.
Interlanguage Pragmatics: “study of nonnative speakers’ use and acquisition of linguistic action patterns in a second language” (Kasper, 1989)
Input: What is available to the learner.
Intake: What is actually internalized by the learner.
Interaction analysis: involves the use of a form or schedule consisting of a set of categories for coding specific classroom behaviors.
Input Hypothesis: Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (Krashen, 1981)
Output Hypothesis: Learners need the opportunities of meaningful use of their linguistic resources to achieve full grammatical competence.
Noticing Hypothesis: Attention is essential to learning; there could be no learning without attention (Schmidt, 1990)
Universal Grammar: A set of innate principles common to all languages.
Transfer: A general term for a number of different kinds of influence from languages other than the L2.
Negative Transfer: Learner’s L1 impedes L2 learning.
Positive Transfer: Learner’s L2 impedes L1 learning.
Contrastive Analysis Hypothesis: It is possible to predict when difficulty will occur in the basis of differences between the native and target languages.