名词解释 1. Social-constructivism A branch of constructivism that emphasizes the importance of social interaction and cooperative learning in constructing both cognitive and emotional images of reality. 2. competence One’s underlying knowledge of a system, event, or fact and the unobservable ability to perform language. 3. Performance One’s actual “doing” of language in the form of speaking and writing (production) and listening and reading (comprehension), as opposed to competence. 4. Critical Period Hypothesis The claim that there is a biological timetable before which and after which language acquisition, both first and second, is more successfully accomplished. 5. Overgeneralization The process of generalizing a particular rule or item in the second language, irrespective of the native language, beyond conventional rules or boundaries. 6. field independence The ability to perceive a particular, relevant item or factor in a “field” of distracting items. 7. Metacognitive strategies Strategic options that relate to one’s “executive” functions; strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed. 8. attribution theory How people explain the causes of their own successes and failures. 9. Intrinsic Motivation Choices made and effort expended on activities for which there is no apparent reward except the activity itself. 10. Communicative Competence The cluster of abilities that enable humans to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. 11. grammatical competence An aspect of communicative competence that encompasses knowledge of lexical items and of rules of morphology, syntax, sentence-level grammar, semantics, and phonology. 12. Markedness It distinguishes members of a pair of related forms or structures by assuming that the marked member of a pair contains at least one more feature than the unmarked one. An accounting of relative degrees of difficulty of learning a language by means of principles of universal grammar, also known as markedness theory. 13. interlanguage Learner language that emphasizes the separateness of a second language learner’s system, a system that has a structurally intermediate status between the native and target languages. 14. Input Hypothesis The claim that an important “condition for language acquisition to occur is that the acquirer understand input language that contains structure ‘a bit beyond’ his or her current level of competence.” If an acquirer is at stage or level i, the input he or she understands should contain i + 1. 15. monitor hypothesis In Krashen’s theory, the assumption of the existence of a device for “watchdogging” one’s output, for editing and making alterations or corrections. 本文来源：https://www.wddqw.com/doc/fe5b22ae49649b6649d74759.html