第14章第二语言习得
understandable
Study questions
1.What do you think“the Joseph Conrad phenomenon”refers to?
Key:It refers to the ability of an adult L2learner to master aspects of the written language,but to speak with a distinct L1accent,as exemplified by the writer Joseph Conrad.
2.Why do we say that mathematics is learned,not acquired?
Key:Mathematics is learned through a conscious process of accumulating knowledge,typically in an institutional setting.It is not acquired,because ability doesn’t gradually develop without conscious effort,as in the development of an L1by young children.
3.What are four typical barriers to acquiring an L2as an adult compared to L1 acquisition as a child?
Key:Choose four of these:
(1)Insufficient time is devoted to the process(a few hours each week rather than the constant interaction experienced as a child);
(2)Insufficient focus on the process(adults have a lot of other things to do and think about,unlike very young children);
(3)Insufficient incentive(adults already know a language and can use it for
their communicative needs);
(4)The‘critical period’for language acquisition has passed;
(5)Affective factors,such as self-consciousness,create more inhibitions for an adult than a young child.
4.What is the difference between positive and negative transfer?
Key:(1)Positive transfer is when the learner tries to use knowledge about a feature of the L1that is si
milar to the L2.
(2)Negative transfer is when the learner tries to use an L1feature that is really different from the L2.
5.What happens when an interlanguage fossilizes?
Key:An interlanguage fossilizes when it contains many forms that do not match the target language and no further progress is being made.
6.What are the three components of communicative competence?
Key:Grammatical,sociolinguistic and strategic competence
Tasks
A.What is the difference between“input”and“intake”in L2learning? Key:Input is the language that a learner is exposed to while intake is the input that is internalized by the learner.Only comprehensible input(which,as
defined by Krashen,is the bit of language that is slightly ahead of a learner’s current knowledge of the L2grammar)has the potential to become intake.
Not all input in a language learning session or in a naturally occurring conversation is understandable.Whatever can be understandable and slightly ahead of the learner’s language level is what Krashen refers to as comprehensible input and what Corder refers to as intake is what the learner has added in his language tools for immediate or future use.Intake is thus a better term since not all“comprehensible input”can be taken in.Depending on the difficult level of the new concept,a language learner may need to hear the concept ones or several times before internalizing it.Comprehensible input and intake are therefore two different perspectives regarding input in language acquisition.
B.What arguments are presented in support of“the output hypothesis”in L2 studies?
Key:The Output Hypothesis proposed by Swain argued that language output may trigger the learners to pay attention to the target linguistic form in
order to express their intended meaning.The noticing function of the
Output Hypothesis posits that learners may notice the gap in their IL
knowledge in an attempt to produce the target language to prompt them
to solve their linguistic deficiency in ways that are appropriate in a given
context.
Recent research implies that attention does work in SLA.For example, Schmidt stated that a connection exists between learning and attention.He further explains that noticing,which requires learner focus,is an important part of the learning process.
C.What is meant by a“stylistic continuum”in the study of interlanguage? Key:The stylistic continuum is the product of differing degrees of attention reflected in a variety of performance tasks.

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