二语习得用英语怎么说?

字面意思是中介语,是介于母语和第二语言之间的一种学习者语言.在学习一门外语期间,如果一个学习者的母语占强势地位,那么学习目标语言的难度就会增大,因为很容易受到母语的负迁移影响,不利于学好外语.但是这种状态会在学习者的学习过程中有所变化,当进行到一定阶段时,就会发生语言固化,也叫僵化.

1. First, you should know what does linguistic competence mean, and what communicative competence is.
So, what is lingustic competence? It means knowing a language, having the ability to produce and understand well-formed, meaningful sentences.
Then, what is communicative competence (Pragmatics)?
It's a knowledge about the communicative function of language and the conventions that govern the use of language in order to communicate.
Second, I don't think that linguistic competence is sufficient for effective communication, but I agree communicative competence is necessary.
Because, linguistic competence is defined as a one's ability to speak and understand language in a grammatically-correct manner . It is the use of grammatical rules of a language, as opposed to "communicative competence", which is the use of social language rules.
As the real-life examples to support this viewpoint, well, I think it is better for yourself to find out, since I have already answered most of this question.
2. Because I don't know what is "L2" (I guess it maybe your textbook?), and don't know the content of it, I'm afraid I can't help you for this question. It requires you to combine your experience of study and the four language skills together and how you use them.

分地域,分时间段的看待.如瑞士,母系语言是哪个呢,他们懂很多门语言,如香港,母语是汉语,但英语很好.题目太大,得另行讨论.

About age and second language acquisition, many theorists and applied linguistics home do a lot
The study, but there are still many disputes if:
(1) in the physiological aspect
Neurophysiologists have study found that the two hemispheres of the brain. Each division, after about hemisphere cornering, left brain Steinberg, specializing in language (1993). Penfield and Roberts (1959:10) think language acquisition in the best age ten years before, because this time people's brains have plasticity in neurophysiological research based on 20 centuries 60 years lenneberg (1967), and put forward the critical period hypothesis (s) crtca perod. He recognized for two years to puberty (from), 10 ~ l2 brain plasticity, compared with language learning to let. The children and adults Lenneberg in language learning is different to the poor by neural physiological phenomena, he thinks children after 12 years in length to finalize the design, and has to change the accent, learning a language must spend more effort, and may not learn as well as the native language.
(2) in cognition
Many researchers recognition for the development of cognition, on the second language acquisition has negative shadow. Adults and children's first two different language acquisition process. Children use language acquisition mechanism, as the first language acquisition as well as the second language acquisition, Adult use general ability to solve problems. Cognitive ability in 16 years old before get fast development, then slowly down. Sla is the most important stage of adolescence. This stage of learning can be on abstract thinking. Second language acquisition needs a lot of abstract thinking, because language speech is essentially abstract. At this point, the adult children have advantages than. The cognitive ability of adult learning enhancement, faster. The linguistic (3)
Chomsky, people thought of language learning mechanism exists in mind. To explore the theory of universal grammar knowledge of language and language and the essence of second language acquisition. People once thought, if children born not contact any language, whether can have their own language. Some people even think, if a child does not contact begins from the crowd said they would humans the initial language. But the truth is that the human experience even has really "language acquisition mechanism", if there is no external factors, human also is not to obtain the language.
(4) emotional explanation
Emotional factors in many ways like a human control, motivation, self-esteem, imitating and depression. Krashen once put false feeling feels filtering, said he thought the success of learning foreign language learners should take on the attitude.
From the four aspects of the above analysis, we can see that children and adults to learn a second language has its advantages and disadvantages. As the Krashen (1982-43) that adults can also learn a foreign language well, and if the study and use of language in the same time, adults than older children, children's progress faster than young children learning effect is better. But Ellis (1994) in the summary on the basis of previous studies that children and adults in foreign language learning has advantage. 1990a (Ellis493; to the "mental muscle model" mentalmusclemodel can explain children in phonetic learning is superior to the adult and the cognitive ability of adults, learning faster on foreign language teaching. Stern1985 early age. He did not exist or critical age, but the learners of all ages have their respective advantages and disadvantages.
Therefore said foreign language learning is not sooner rather than later, on the one hand, adults and children's learning a second language should incorporate respectively, On the other hand, professor of adults and children of second language teaching method should be different

[二语习得评论文章（读后感）]

Critique of “What is the logical problem of
foreign language learning?” by Robert Bley-Vroman
Yang Wei
This essay explores the available
experience and attained competence in second language acquisition,
namely, the logical problem of foreign language acquisition.
According to the author, the logical problem of foreign language
acquisition is that of explaining the quite high level of
competence that is clearly possible in some cases, while permitting
the wide range of variation that is also observed.
This critique falls into two parts.
First, a brief overview is made of the thesis; and in the second
part, I will give some comments based on my own understanding on
the thesis.
1.
Overview
In this thesis, the author explores
and defends the proposition that child language development and
foreign language learning are in fact fundamentally different,
which is known as the Fundamental Difference Hypothesis. This
hypothesis proposes that the language acquisition device (LAD)
ceases to operate in foreign language learning and that foreign
language learning is assisted by the native language knowledge as
well as a general abstract problem-solving system.
The acquisition problem was regarded as a logical
problem: the uniformly successful and speedy acquisition of
language by children in spite of insufficient input and without
conscious efforts. In addition to first language acquisition, there
are also people in many parts of the world who are learning a
foreign language. Therefore, there is also a logical problem of
adult foreign language learning: how do speakers come to know more
than is present in the input?
Before touching upon the logical
problem of foreign language learning, the author lists nine
fundamental characteristics of adult foreign language learning,
from which it is evident that adult foreign language learning
resembles general adult problem solving and not child language
acquisition. In other words, adult foreign language learning is
much more like general adult learning than it is like child
language development. The nine fundamental large-scale
characteristics of adult foreign language learning are: a. lack of
success; b. general failure; c. variation in success, course and
strategy; d. variation in goals; e. fossilization; f. indeterminate
intuitions; g. importance of instruction; h. negative evidence; and
i. role of affective factors.
The above nine characteristics has
provided solid foundation for the Fundamental Difference
Hypothesis. Compared with child language acquisition, the author
put forward that the function of LAD is filled in adults by the
native language knowledge and by a general abstract problem-solving
system.
In the following the author
summarizes four alternative hypotheses on the logical problem of
foreign language learning. Besides the Fundamental Difference
Hypothesis, there are the L1 Interference Hypothesis, the Input
Hypothesis, the Affect or Socialization Hypothesis and the
Competing Cognitive Systems Hypothesis.
Then other possible evidences for the
Fundamental Difference Hypothesis are mentioned. According to the
author, three assumptions favor the Fundamental Difference
Hypothesis, including learners’ languages not constrained by
Universal Grammar, adults not having access to UG-generated
knowledge and properties of language not necessarily clustering in
adult-learned languages.
2. Comments
The author’s argumentation on the
logical problem of foreign language learning is based on solid
foundations --- abundant evidences as well as quotations are
provided to defend his opinion, and on the whole I’m convinced by
the author’s standpoint. My experience of life can provide a good
example for this. According to my teaching experience in senior
middle school, it was very difficult to make the students pronounce
some difficult English words decently. And different students took
different learning strategies in English learning: some listening
to special VOA every morning and evening; some reading several
articles each week; some shouting Crazy English before breakfast;
and even some only memorizing words from page to page before
sleeping. But the result was more often than not dissatisfactory:
they are incapable of communicating in English after graduation.
However, things are totally different for children. My cousin’s two
nineteen- month babies could call the names of others after hearing
the pronunciation for only one time. What’s more amazing was that
they were capable of imitating the English names such as “Wessle”
even much better than my adult students! This example may provide a
good evidence for the Fundamental Difference Hypothesis.
Although the author’s view in this
article is fully convincing, there are some important issues which
are not covered. Here I’d like to mention one of them which I think
is worthy of note: interpersonal competence versus academic
competence. Scholars assert that communicative competence includes
interpersonal competence and academic competence both in L1 and
foreign language. There is a striking difference between the two.
Interpersonal competence is generally acquired by ordinary people
while academic competence is much more difficult to obtain. It is
evident that not all native speakers can achieve L1 academic
competence level, but some foreign language learners can achieve
very high academic competence in the foreign language. In other
words, non-native speakers can do better than native speakers in
the academic competence of that language. This may pose a great
challenge to the Fundamental Difference Hypothesis.
REFERENCES
Bley-Vroman, R. What is the logical problem of
foreign language learning?
Larsen-Freeman, D. et al.
An Introduction to Second Language
Acquisition Research
Muriel Saville-Troike Introducing Second
Language Acquisition
　　〔二语习得评论文章（读后感）〕随文赠言：【这世上的一切都借希望而完成,农夫不会剥下一粒玉米,如果他不曾希望它长成种粒；单身汉不会娶妻,如果他不曾希望有孩子；商人也不会去工作,如果他不曾希望因此而有收益.】

验证我加你为联系人,我帮你

有些偏误是对汉语语法知识了解不清所致：
*我见面了她.
*我请客了她.
“见面”和“请客”都是离合词,不能直接在词后加宾语.而应该把离合词分开,宾语加在中间.
还有一些是受母语影响产生的偏误：
*我说对他.
*我来从美国.
这是因为英语中的介词短语放在动词后,而汉语中的介词短语一般放在动词前.

hello:
nature of the instruction have two aspect meaning:
1.nature of training and teaching
1.trait of the instruction.
that's means:trait of the training and teaching.