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二语习得部分重要概念
Ignorance Hypothesis: L1 functions primarily as a communication strategy for filling in gaps in the learner’s competence.
Critical Period Hypothesis: There is a fixed span of years during which language learning can take place naturally and effortlessly, and after which it is not possible to be completely successful.
Aptitude: Carroll (1981) defines general aptitude as ‘capacity of learning a task’, which depends on ‘some combination of more or less enduring characteristics of the learner’.
Motivation: Skehan (1989) puts forward four hypotheses concerning motivation: (1) the Intrinsic Hypothesis (motivation derives from an inherent interest in the learning tasks the learner is asked to perform); (2) the Resultative Hypothesis (learners who do well will persevere, those who do not do well will be discouraged and try less hard); (3) the Internal Cause Hypothesis: the learner brings to the learning situation a certain quantity of motivation as a given; (4) the Carrot and Stick Hypothesis (external influences and incentives will affect the strength of the learner’s motivation).
Learning Style: the characteristic cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment…Learning style is a consistent way of functioning, that reflects underlying causes of behavior.
Learning strategies: Language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.
The Acculturation Model: Second Language acquisition is just one aspect of acculturation and the degree to which a learner acculturates to the target-language group will control the degree to which he acquires the second language (Schumann, 1978)
The Inter-group Model: Giles and Byrne (1982) identify a number of factors that contribute to a group’s ethnolinguistic vitality. They discuss the conditions under which subordinate group members are more likely to acquire native-like proficiency in the dominant group’s language.
The Social-educational Model: This model seeks to interrelate four aspects of L2 learning: (1) the social and cultural milieu, (2) individual learner differences, (3) the setting, and (4) learning outcomes.