《第二語言習(xí)得概論》課程教學(xué)大綱

1、第二語言習(xí)得概論課程教學(xué)大綱課程編碼：30615001學(xué)分：2學(xué)分總學(xué)時：36學(xué)時說明【課程性質(zhì)】第二語言習(xí)得概論是英語專業(yè)任意選修課?！窘虒W(xué)目的】幫助學(xué)習(xí)者在語言基礎(chǔ)知識學(xué)習(xí)的基礎(chǔ)上，掌握一些基本的教學(xué)理論，并使他們在學(xué)習(xí)的過程中形成自己的教學(xué)思路，為今后的教學(xué)實踐或?qū)ζ溥M(jìn)一步的研究做準(zhǔn)備?！窘虒W(xué)任務(wù)】通過對語言學(xué)習(xí)者學(xué)習(xí)語言過程的討論，幫助學(xué)生將模糊的、無意識的實踐性內(nèi)容變成明確的、有意識的理論方法。使他們在以后的教學(xué)中，能夠批判性地接受現(xiàn)行的一些教學(xué)方法，并在實踐過程中根據(jù)不同的受教育對象將其不斷完善?！窘虒W(xué)內(nèi)容】緒論；學(xué)習(xí)者語言的本質(zhì)、中介語、中介語的社會層面；中介語的話語層面；中介語

2、的心理語言學(xué)層面；中介語的語言學(xué)層面；二語習(xí)得中的個體差異；課堂教學(xué)和二語習(xí)得；結(jié)論【教學(xué)原則和方法】教學(xué)原則：理論和實踐相結(jié)合，突出指導(dǎo)性和應(yīng)用性。教學(xué)方法：教師提出問題，并組織學(xué)生討論，圍繞具體問題進(jìn)行講解。教師講解與學(xué)生練習(xí)結(jié)合，學(xué)生每次課后書面回答具體問題?！鞠刃拚n程要求】“語言學(xué)概論”、“英語學(xué)習(xí)理論”課程的學(xué)習(xí)，有一定語言實踐經(jīng)驗。【學(xué)時分配】序號內(nèi)容學(xué)時安排小計理論課時實驗課時習(xí)題課時上機(jī)課時1Introduction:3032Thenatureoflearnerlanguage3143Interlanguage2134Socialaspectsofinterlanguage31

3、45Discourseaspectsofinterlanguage3146Psycholinguisticaspectsofinterlanguage3147Linguisticaspectsofinterlanguage3038IndividualdifferencesinL2acquisition3149InstructionandL2acquisition31410Conclusion:multipleperspectivesinSLA123總計27936【教材與主要參考書】教材：RodEllis第二語言習(xí)得上海外語教育出版社,2000年。參考書：P.M.LightbownandN.Sp

4、ada語言學(xué)習(xí)機(jī)制上海外語教育出版社,20XX年。RodEllis第二語言習(xí)的研究上海外語教育出版社，1994年。大綱內(nèi)容第一部分Introduction:DescribingandExplainingL2Acquisition【教學(xué)目的和要求】教學(xué)目的：本章是全書的緒論，學(xué)習(xí)的目的是弄清第二語言習(xí)得的概念和目標(biāo)。教學(xué)要求：明確什么是學(xué)習(xí)者語言等相關(guān)概念，從而在整體上使學(xué)生對第二語言習(xí)得的基本理論有個概括性的了解?！緝?nèi)容提要】.Thedefinitionofsecondlanguageacquisition.ThegoalsofsecondlanguageacquisitionTwocases

5、tudies.Methodologicalissues.Issuesinthedescriptionoflearnerlanguage.IssuesintheexplanationofL2acquisition【教學(xué)重點與難點問題】教學(xué)重點：thedefinitionofsecondlanguageacquisition教學(xué)難點：thegoalsofsecondlanguageacquisition【復(fù)習(xí)參考題】InwhatrespectsisWesagoodlanguagelearnerandonwhatrespectsishenotone?Whatisyourowndefinitionof

6、agoodlanguagelearner?第二部分TheNatureofLearnerLanguage【教學(xué)目的和要求】教學(xué)目的：學(xué)生了解學(xué)習(xí)者語言的本質(zhì)。教學(xué)要求：要求學(xué)生理解錯誤的本質(zhì)并能夠進(jìn)行相應(yīng)的錯誤分析，了解語言習(xí)得過程的發(fā)展模式?！緝?nèi)容提要】ErrorsanderroranalysisDevelopmentalpatternsIII.VariabilityinlearnerlanguageSummary【教學(xué)重點與難點問題】教學(xué)重點：Erroranalysisandcontrastanalysis教學(xué)難點：thedifferencebetweenerroranalysisandco

7、ntrastanalysis【復(fù)習(xí)參考題】WhatdoesCordermeanbysayingthatanerrorissystematicandamistakeisunsystematic?Doyouseeanyproblemswiththisdefinition?LaterCorderrecognizesthatitmaybedifficulttodistinguisherrorsandmistakes.Canyousuggestwaysofdoingthis?第三部分Interlanguage【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解行為主義學(xué)習(xí)理論和語言學(xué)習(xí)的唯心主義理論。教學(xué)要求：通過

8、對行為主義學(xué)習(xí)理論和語言學(xué)習(xí)的唯心主義理論的清楚了解，進(jìn)而理解中介語的概念與內(nèi)涵。【內(nèi)容提要】thedefinitionofbehavioristlearningtheoryanditsinfluenceonsecondlanguageacquisitionamentalisttheoryoflanguagelearninganditsinfluenceonsecondlanguageacquisitionthedefinitionofinterlanguageacomputationalmodelofL2acquisition【教學(xué)重點與難點問題】教學(xué)重點：Behavioristlearni

9、ngtheory教學(xué)難點：thedefinitionofinterlanguage【復(fù)習(xí)參考題】Whatismeantbydescribingtheinterlanguagecontinuumasa“restructuringcontinuum”?Whatobjectionscanbeleveledagainstthisviewoftheinterlanguagecontinuum?第四部分SocialAspectsofInterlanguage【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解中介語的社會層面。教學(xué)要求：學(xué)習(xí)有關(guān)中介語的社會層面的含義：語體范圍內(nèi)的中介語，第二語言習(xí)得的文化適應(yīng)模式，以

10、及第二語言學(xué)習(xí)實現(xiàn)的社會作用。【內(nèi)容提要】I.InterlanguageasastylisticcontinuumTheacculturationmodelofL2acquisitionSocialidentityandinvestmentinL2learning【教學(xué)重點與難點問題】教學(xué)重點：theunderstandingofsometerms:stylisticcontinuum;carefulstyle;vernacularstyle;accommodationtheory;divergence;pidginization教學(xué)難點：theunderstandingofsometheor

11、ies【復(fù)習(xí)參考題】Canyouthinkofanyotherexamplesofthesetwobadlearningsituations?Canyouthinkofexamplesofgoodlearningsituations?第五部分CommunicativeLanguageTeaching【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解從語篇的角度更深入的理解中介語。教學(xué)要求：要求學(xué)生掌握獲取語篇（談話）規(guī)則，第二語言習(xí)得過程中語言輸入和相互影響的作用以及第二語言習(xí)得過程中的語言輸出的作用?！緝?nèi)容提要】I.AcquiringdiscourserulesTheroleofinputandint

12、eractioninL2acquisitionTheroleofoutputinL2acquisitionSummary【教學(xué)重點與難點問題】教學(xué)重點：theunderstandingofsometerms:foreignertalk;negotiationofmeaning;inputhypothesis;comprehensibleinput;interactionhypothesis;negativeevidence;scaffolding;zoneofproximal;auto-input教學(xué)難點：theunderstandingofsometheories【復(fù)習(xí)參考題】Towhate

13、xtentisKrashensinputHypothesisamentalisttheory?“Speakingistheresultofacquisitionandnotitscause.”Doyouagree?Whatcounterargumentscanyouthinkof?第六部分PsycholinguisticAspectsofInterlanguage【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠從心理語言學(xué)層面了解中介語。教學(xué)要求：要求學(xué)生通過對中介語的理解來了解第一語言的遷移、第二語言習(xí)得過程中的知覺所發(fā)揮的作用以及交際策略等問題?！緝?nèi)容提要】L1transferI.Theroleofc

14、onsciousnessinL2acquisitionI.ProcessingoperationsCommunicationstrategiesV.Twotypesofcomputationalmodel【教學(xué)重點與難點問題】教學(xué)重點:theunderstandingofsomelinguisticterms:communicationstrategies;negativetransfer;positivetransfer;avoidance;contrastiveanalysis;speechact;restructuringcontinuum;noticing;implicitknowle

15、dge;explicitknowledge;noticethegap;operatingprinciples教學(xué)難點：theunderstandingofsomelinguistictheories【復(fù)習(xí)參考題】Whatlanguagesdoyouconsidertypologicallycloseandtypologicallydistanttoyourownlanguage?CanyouidentifystructuresinyourL1whichyouperceivetobeunmarkedandthuspotentiallytransferable?第七部分LinguisticAspe

16、ctsofInterlanguage【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解有關(guān)中介語的語言學(xué)層面。教學(xué)要求：要求學(xué)生掌握語言的一些共有的特質(zhì)；了解人類語言學(xué)習(xí)的潛能；語言學(xué)習(xí)階段的選擇性?！緝?nèi)容提要】I.Typologicaluniversals:relativeclausesUniversalgrammarLearnabilityThecriticalperiodhypothesisAccesstoUGW.MarkednessW.Cognitiveversuslinguisticexplanations【教學(xué)重點與難點問題】教學(xué)重點theunderstandingofsometerms:a

17、ccessibilityhierarchy;universalgrammar;povertyofthestimulus;positiveevidence;negativeevidence;criticalperiodhypothesis教學(xué)難點：theunderstandingofsomelinguistictheories【復(fù)習(xí)參考題】Whatdoyouthinkolderchildrenandadultsenjoyashort-livedadvantageoverchildreninlearninganL2?Whatexplanationscanyouofferforthefailureo

18、fadultstoachievenative-likecompetenceinanL2?第八部分IndividualDifferencesinL2Acquisition【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解第二語言習(xí)得過程中的學(xué)習(xí)者的個體差異。教學(xué)要求：要求學(xué)生掌握什么是語言天賦，動機(jī)及學(xué)習(xí)策略。【內(nèi)容提要】I.LanguageaptitudeI.MotivationI.Learningstrategies【教學(xué)重點與難點問題】教學(xué)重點：theunderstandingofsomelinguisticterms:languageaptitude;motivation;instrumental

19、;integrative;resultative;intrinsic;learningstrategies教學(xué)難點：theunderstandingofsomelinguistictheories【復(fù)習(xí)參考題】Whatexactlyarethe“twocontrastingorientationstolanguageandlanguagelearning”thatSkehanhasinmind?WhatalternativeviewofmotivationdoCrookesandSchmidtoffer?第九部分InstructionandL2Acquisition【教學(xué)目的和要求】教學(xué)目的：

20、學(xué)生了解課堂教學(xué)與第二語言習(xí)得的關(guān)系。教學(xué)要求：要求學(xué)生掌握集中于形式的教學(xué)方法、學(xué)習(xí)者與課堂教學(xué)方法的匹配以及學(xué)習(xí)策略的訓(xùn)練?！緝?nèi)容提要】I.Theconceptofform-focusedinstructionanditsapplicationinsecondlanguageacquisitionI.Learner-instructionmatchingI.StrategictrainingIV.Summary【教學(xué)重點與難點問題】教學(xué)重點：theunderstandingofsomelinguisticterms:teachabilityhypothesis;production-bas

21、edinstruction;input-basedinstruction;consciousness-raising教學(xué)難點：theunderstandingofsomelinguistictheories【復(fù)習(xí)參考題】WhatdothetwoexperimentsthatLightbowndescribesshowabouttheeffectivenessofinstruction?Whyarerelativeclausesanappropriategrammaticalstructuretotestwhether“generalizationofinstruction”takesplace

22、?第十部分Conclusion:MultiplePerspectivesinSLA教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解對第二語言習(xí)得研究的多重觀點。教學(xué)要求：要求學(xué)生掌握第二語言習(xí)得研究的多層面性。內(nèi)容提要】Themultiple-perspectivesinSLA【教學(xué)重點與難點問題】教學(xué)重點:themultiple-perspectivesinSLA教學(xué)難點:TounderstandthatdifferenttypesofenquirythatcharacterizeSLAanddifferenttypesofexplanationsprovidedreflectthedifferent

23、purposesofresearchers【復(fù)習(xí)參考題】WhydoyouthinkterminologyproliferatedinSLA?DoyouthinkGreggisrighttocriticizethis?執(zhí)筆人：許巧軍審核人：孫延弢第二語言習(xí)得概論課程考核大綱【考核目的】考核學(xué)生對第二語言習(xí)得的基礎(chǔ)知識和基本理論的掌握情況，考核學(xué)生對第二語言習(xí)得理論的運用能力形成情況，使學(xué)生了解自己在理論及其運用方面的不足，為第二語言習(xí)得教學(xué)提供反饋信息。【課程學(xué)習(xí)的基礎(chǔ)】“語言學(xué)概論”、“英語學(xué)習(xí)理論”課程的學(xué)習(xí)，有一定語言實踐經(jīng)驗。（這些知識不在考試范圍之內(nèi)）【考核的內(nèi)容范圍】第二語言習(xí)得的定

24、義，學(xué)習(xí)者語言的性質(zhì)，中介語及其社會、語篇、心理語言學(xué)和語言學(xué)層面的特征，第二語言習(xí)得過程中的個性差異，各種課堂教學(xué)方法對第二語言習(xí)得的作用等?！究己朔椒ā科谀╅_卷筆試，占60%；平時(出勤、提問、作業(yè)等)占40%。對試題的要求】1.題型比例：客觀性試題占80%，包括判斷題、填空題、概念題等；主觀性試題占20%，包括簡答題、論述題等。2.難度等級：分為較易、中等、較難三個等級，大概比例是20：60：20?？荚嚨木唧w內(nèi)容】第一部分Introduction:DescribingandExplainingL2Acquisition知識點：1.learnerlanguage2.targetlangua

25、ge3.input4.languageaptitude5.casestudyoveruse7.itemlearning8.systemlearning9.mentalist10.formulas考核目標(biāo)：識記：(1)learnerlanguage(2)targetlanguage理解：(1)input(2)itemlearning(3)systemlearning(4)learnersoveruseoflinguisticforms應(yīng)用：(1)casestudy(2)formulas(3)itemlearning(4)systemlearning第二部分TheNatureofLearnerLa

26、nguage知識點：errorsandmistakes2.omission3.overgeneralization4.transfer5.globalerrorslocalerrors7.silentperiod8.acquisitionorder9.sequenceofacquisition10.accuracyorder11.transitionalconstructions12.U-shapedcourseofdevelopment13.restructuring14.linguisticcontext15.psycholinguisticcontext16.form-functionm

27、appings17.fossilization考核目標(biāo)：識記：(1)fossilization(2)freevariation(3)omissionovergeneralization(5)restructuring理解：(1)accuracyorder&acquisitionorder(2)silentperiod(3)globalerrors&localerrors(4)U-shapedcourseofdevelopmentlinguistic/psycholinguistic/situationalcontext應(yīng)用：(1)identifyerrors(2)describingerror

28、s(3)explainingerrors(4)errorevaluation第三部分Interlanguage知識點：1.interlanguage2.behavioristlearningtheorymentalisttheoryoflanguagelearningerlanguagecontinuum6.ake考核目標(biāo)：識記：(1)interlanguage(2)Backsliding(3)interlanguagecontinuum(4)intake(5)behavioristlearningtheory(6)mentalist理解：(1)behavioristlearningtheor

29、y(2)languageacquisitiondevice(3)mentalisttheoryoflanguagelearning應(yīng)用：Trytoanalyzeyourown“interlanguage”.第四部分SocialAspectsofInterlanguage知識點：stylisticcontinuum2.carefulstyle3.vernacularstyle4.accommodationtheoryconvergence&divergence6.acculturationmodel7.pidginizationsocialdistance9.psychologicaldista

30、nce10.investment考核目標(biāo)：識記：(1)carefulstyle(2)vernacularstyle(3)pidginization理解：(1)stylisticcontinuum(2)accommodationtheory(3)psychological(4)convergence&divergence應(yīng)用：(1)carefulstyle(2)vernacularstyle第五部分CommunicativeLanguageTeaching知識點：discourserules2.foreignertalk3.negotiationofmeaningeractionhypothes

31、isnegativeevidence8.scaffolding9.zoneofproximaldevelopment10.auto-input考核目標(biāo)：識記：(1)foreignertalk(2)negotiationofmeaning(3)auto-input(4)comprehensibleinput(5)scaffolding;理解：(1)interactionhypothesis(2)inputhypothesis(3)zoneofproximaldevelopment應(yīng)用：(1)discourserules(2)negotiationofmeaning(3)scaffolding第六

32、部分PsycholinguisticAspectsofInterlanguage知識點：1.L1cessingcon

33、straints17.distributedprocessing考核目標(biāo)：1識記：(1)negativetransfer(2)positivetransfer(3)explicitknowledge(4)speechact(5)noticing;2理解：(1)communicationstrategies(2)noticethegap(3)contrastiveanalysis(4)operatingprinciples(7)restructuringcontinuum;(5)implicitknowledge(6)explicitknowledge3.應(yīng)用：(1)Nmunicationstr

34、ategies第七部分LinguisticAspectsofInterlanguage知識點：1.universalgrammar2.accessibilityhierarchy3.povertyofthestimuluspositiveevidence5.negativeevidence6.criticalperiodhypothesismarkedness考核目標(biāo)：1識記：(1)accessibilityhierarchy(2)positiveevidence(3)negativeevidence2理解：(1)universalgrammar(2)povertyofthestimulus(

35、3)criticalperiodhypothesis3應(yīng)用:(1)accessibilityhierarchy(2)criticalperiodhypothesis第八部分IndividualDifferencesinL2Acquisition知識點：1.languageaptitude2.motivation:instrumentalmotivation;integrativemotivation;resultativemotivation;intrinsicmotivation;3.learningstrategies考核目標(biāo)：1.識記：(1)instrumentalmotivationr

36、esultativemotivation理解：(l)learningstrategies應(yīng)用：(1)instrumentalmotivationresultativemotivationintegrativemotivationintrinsicmotivation;(2)languageaptitude;(2)integrativemotivationintrinsicmotivation;learningstrategies第九部分InstructionandL2Acquisition知識點：duction-basedinstructioninput-basedinstruction5.c

37、onsciousness-raising6.inputflooding7.learner-instructionmatching考核目標(biāo)：l識記：(l)production-basedinstruction理解：(l)teachabilityhypothesis3應(yīng)用：(l)form-focusedinstructioninput-basedinstructionlearner-instructionmatching(2)input-basedinstruction(3)inputflooding(2)consciousness-raising(2)production-basedinstru

38、ctionconsciousness-raising第十部分Conclusion:MultiplePerspectivesinSLA知識點：themultiple-perspectivesinSLA考核目標(biāo)：l識記：2.理解：themultiple-perspectivesinSLATounderstandthatdifferenttypesofenquirythatcharacterizeSLAanddifferenttypesofexplanationsprovidedreflectthedifferentpurposesofresearchers.3應(yīng)用：Givesomemodelsof

39、L2acquisitionthatincorporatetheperspectiveswehavelearned.樣題】I.Decidewhetherthestatementsaretrue(T)orfalse(F)(每小題2分，共20分)Avoidanceissaidtotakeplacewhenspecifictargetlanguagestructuresareunder-representedinthelearnersproductionincomparisontonative-speakersproduction.Behavioristlearningtheoryoflanguage

40、acquisitionemphasizetheimportanceoftheinnatecapacityofthelanguagelearnerattheexpenseofenvironmentalfactors.Whenlanguageusersareabletoattendcloselytotheformofthelanguagetheyproduce,theycallupontheircarefulstyle.Acarefulstyleisevidentinformallanguagetaskssuchasreadingpairsofwords,ordoingagrammartest.A

41、ptitudereferstothespecificabilityalearnerhasforlearningasecondlanguage.Thisishypothesizedtobeseparatefromthegeneralabilitytomasteracademicskills,whichisreferredtoasintelligence.Backslidinginvolvestheuseofarulebelongingtosomelatestageofdevelopment.Itoccurswhenlearnersareundersomepressure,as,forinstan

42、ce,whentheyhavetoexpressdifficultsubjectmatterorarefeelinganxious.Communicationstrategiesareemployedwhenlearnersarefacedwiththetaskofcommunicatingmeaningsforwhichtheylacktherequisitelinguisticknowledge.Accesstocomprehensibleinputmaybeanunnecessaryconditionforacquisitiontotakeplace.Thisstatesthatther

43、eisaperiodwhenlanguageacquisitioncantakeplacewitheffort,butthatafteracertainagethebrainisnolongerabletoprocesslanguageinputinthisway.Erroranalysisinvolvescollectingsamplesoflearnerlanguage,identifyingtheerrorsinthesample,describingtheseerrors,classifyingthemaccordingtotheirhypothesizedcauses,andevaluatingtheirseriousness.Whennativespeakersaddresslearners,theyadjusttheirnormalspeechinordertomakethespeechmoreformal.Definethefollowingterms(每小題3分，共30分)1.learnerlanguageerrorsthecriticalperiodhypothesiscompleteaccesslanguageaptitudepovertyofthestimuluspidginizationprocessingconstraintscommunic