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ID:18413239
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时间:2018-09-17
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1、IAcronymsSLA—SecondLanguageAcquisitionNNS—Non-NativeSpeakerESL—EnglishasaSecondLanguageEFL—EnglishasaForeignLanguageMI—MultipleIntelligencesUG—UniversalGrammarTL—TargetLanguageSL–-SourceLanguageL1—FirstLanguageL2/SL—SecondLanguageF—FossilizationIL—InterlanguageMLAT—theModernLanguageAptitudeT
2、estGLL—GoodLanguageLearnersIC—InnerCircleOC—OuterCircleEC—ExpandingCircleIIDefinition1.Fossilization僵化是二语/外语学习过程中有时出现的一个过程,即在二语/外语学习者的口头和书面表达中始终伴有不正确的二语/外语语言形式。在二语/外语学习中,语音、词汇和语法方面的不正确形式都可定型或僵化。僵化的发音常常是(学习者)外国腔的原因。很明显,这个定义把僵化视为不正确目的语形式/错误的长期使用。Linguist—ProposedbySelinker&R.EllisKeyIdea—Theph
3、enomenonofthenon-progressionoflearningdespitecontinuousexposuretoinput,adequatemotivationtolearn,andsufficientopportunityforpractice—generallyreferredtointheliteratureas“Fossilization”.Characteristics—aproductaswellasaprocess;affectstheentireILsystemanditssub-systems;literallypermanentandre
4、lativelypermanent;persistentandresistant;forsomeresearchersithappenstoeverylearner;forotherstoonlysomelearners.astageofinterlangaugelearning,soincorporatingtheFofcorrectandofincorrectforms.Reason—lackofinstruction;absenceofcorrectivefeedback;satisfactionofcommunicativeneeds;age;lackofwritte
5、ninput;falseautomatization;2.CultureShock—CarolArcher(1986)usesthetermCultureShocktorefertocaseswhereanindividualfromoneculturefindshimselforherselfinadifferent,strange,oruncomfortablesituationwheninteractingwithpersonsofadifferentculture.—Aculturebump/shockoccurswhenanindividualhasexpectati
6、onsofonetypeofbehavior,andgetssomethingcompletelydifferent.3.LanguageAptitude—Skehan(1989:38)“aptitudeisconsistentlythebestpredictoroflanguagelearningsuccess.”peoplepossessaspecialabilityforlearninganL2.Thisability,knownas‘languagelearningaptitude’,isconsideredtobeseparatefromthegeneralabili
7、tytomasteracademicskills,oftenreferredtoas‘intelligence’.4.MultipleIntelligenceTheoryMultipleintelligencesisapsychologicalandeducationaltheoryputforthbypsychologistHowardGardner,whichsuggeststhatanarrayofdifferentkindsof"intelligence"existsinhumanb
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