《第二語(yǔ)言習(xí)得概論》課程教學(xué)大綱

1、第二語(yǔ)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(shí)： 36 學(xué)時(shí)說(shuō)明【課程性質(zhì) 】 第二語(yǔ)言習(xí)得概論是英語(yǔ)專業(yè)任意選修課?！?教學(xué)目的 】 幫助學(xué)習(xí)者在語(yǔ)言基礎(chǔ)知識(shí)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?cè)趯W(xué)習(xí) 的過(guò)程中形成自己的教學(xué)思路，為今后的教學(xué)實(shí)踐或?qū)ζ溥M(jìn)一步的研究做準(zhǔn)備?！?教學(xué)任務(wù) 】 通過(guò)對(duì)語(yǔ)言學(xué)習(xí)者學(xué)習(xí)語(yǔ)言過(guò)程的討論，幫助學(xué)生將模糊的、無(wú)意識(shí)的實(shí)踐性內(nèi)容變 成明確的、 有意識(shí)的理論方法。 使他們?cè)谝院蟮慕虒W(xué)中， 能夠批判性地接受現(xiàn)行的一些教學(xué) 方法，并在實(shí)踐過(guò)程中根據(jù)不同的受教育對(duì)象將其不斷完善?！?教學(xué)內(nèi)容 】 緒論；學(xué)習(xí)者語(yǔ)言的本質(zhì)、中

2、介語(yǔ)、中介語(yǔ)的社會(huì)層面；中介語(yǔ)的話語(yǔ)層面；中介語(yǔ)的 心理語(yǔ)言學(xué)層面；中介語(yǔ)的語(yǔ)言學(xué)層面； 二語(yǔ)習(xí)得中的個(gè)體差異； 課堂教學(xué)和二語(yǔ)習(xí)得；結(jié) 論【 教學(xué)原則和方法 】 教學(xué)原則：理論和實(shí)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(wèn)題，并組織學(xué)生討論， 圍繞具體問(wèn)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(wèn)題?！?先修課程要求 】“語(yǔ)言學(xué)概論” 、“英語(yǔ)學(xué)習(xí)理論”課程的學(xué)習(xí)，有一定語(yǔ)言實(shí)踐經(jīng)驗(yàn)。 學(xué)時(shí)分配 】序號(hào)內(nèi)容學(xué)時(shí)安排小計(jì)理論 課時(shí)實(shí)驗(yàn) 課時(shí)習(xí)題 課時(shí)上機(jī) 課時(shí)1Introduction:3032The nature of learner language314

3、3I nterlanguage2134Social aspects of interlanguage3145Discourse aspects of interlanguage3146Psycholinguistic aspects of interlanguage3147Linguistic aspects of interlanguage3038Individual differences in L2 acquisition3149Instruction and L2 acquisition31410Conclusion: multiple perspectives in SLA123總計(jì)

4、27936【 教材與主要參考書 】 教 材： Rod Ellis 第二語(yǔ)言習(xí)得上海外語(yǔ)教育出版社 ,2000 年。參考書： P. M. Lightbown and N. Spada 語(yǔ)言學(xué)習(xí)機(jī)制上海外語(yǔ)教育出版社, 20XX 年。Rod Ellis 第二語(yǔ)言習(xí)的研究 上海外語(yǔ)教育出版社 , 1994 年。大綱內(nèi)容第一部分 Introduction: Describing and Explaining L2 Acquisition 【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(yǔ)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(yǔ)言等相關(guān)概念， 從而在整體上使學(xué)生對(duì)第二語(yǔ)言習(xí)得

5、的 基本理論有個(gè)概括性的了解?！緝?nèi)容提要 】 .The definition of second language acquisition .The goals of second language acquisition .Two case studies .Methodological issues .Issues in the description of learner language .Issues in the explanation of L2 acquisition【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】 教學(xué)重點(diǎn)： the definition of second language ac

6、quisition 教學(xué)難點(diǎn)： the goals of second language acquisition【 復(fù)習(xí)參考題 】1. In what respects is Wes a goo dlanguage learner and on what respects is he not one?2. What is your own definition of a good language learner?第二部分 The Nature of Learner Language【 教學(xué)目的和要求 】 教學(xué)目的：學(xué)生了解學(xué)習(xí)者語(yǔ)言的本質(zhì)。 教學(xué)要求： 要求學(xué)生理解錯(cuò)誤的本質(zhì)并能夠進(jìn)行相應(yīng)的

7、錯(cuò)誤分析， 了解語(yǔ)言習(xí)得過(guò)程的 發(fā)展模式?！緝?nèi)容提要 】 . Errors and error analysis . Developmental patterns . Variability in learner language . Summary 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn)： Error analysis and contrast analysis 教學(xué)難點(diǎn)： the difference between error analysis and contrast analysis【 復(fù)習(xí)參考題 】1. What does Corder mean by saying that an err

8、or is systematicand a mistakeis unsystematic? Do you see any problems with this definition?2. Later Corder recognizes that it may be difficult to distinguish errors and mistakes. Can you suggest ways of doing this?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(yǔ)言學(xué)習(xí)的唯心主義理論。教學(xué)要求： 通過(guò)對(duì)行為主義學(xué)習(xí)理論和語(yǔ)言學(xué)習(xí)的唯心主

9、義理論的清楚了解， 進(jìn)而理解 中介語(yǔ)的概念與內(nèi)涵。【內(nèi)容提要 】I. the definition of behaviorist learning theory and its influence on second language acquisitionII. a mentalist theory of language learning and its influence on second language acquisitionIII. the definition of interlanguageIV. a computational model of L2 acquisition

10、【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn)： Behaviorist learning theory教學(xué)難點(diǎn)： the definition of interlanguage【 復(fù)習(xí)參考題 】1. What is meant by describing the interlanguage continuum as a “restructuring continuum ”?2. What objections can be leveled against this view of the interlanguage continuum?第四部分 Social Aspects of Interlangua

11、ge 【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解中介語(yǔ)的社會(huì)層面。 教學(xué)要求： 學(xué)習(xí)有關(guān)中介語(yǔ)的社會(huì)層面的含義： 語(yǔ)體范圍內(nèi)的中介語(yǔ)， 第二語(yǔ)言習(xí)得的 文化適應(yīng)模式，以及第二語(yǔ)言學(xué)習(xí)實(shí)現(xiàn)的社會(huì)作用?！緝?nèi)容提要 】 . Interlanguage as a stylistic continuum . The acculturation model of L2 acquisition . Social identity and investment in L2 learning【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn)： the understanding of some terms: stylistic

12、continuum; careful style; vernacular style; accommodation theory; divergence; pidginization教學(xué)難點(diǎn)： the understanding of some theories【 復(fù)習(xí)參考題 】1. Can you think of any other examples of these two bad learning situations?2. Can you think of examples of good learning situations?第五部分 Communicative Language

13、 Teaching【教學(xué)目的和要求】 教學(xué)目的：學(xué)生能夠了解從語(yǔ)篇的角度更深入的理解中介語(yǔ)。教學(xué)要求： 要求學(xué)生掌握獲取語(yǔ)篇（談話）規(guī)則，第二語(yǔ)言習(xí)得過(guò)程中語(yǔ)言輸入和相互 影響的作用以及第二語(yǔ)言習(xí)得過(guò)程中的語(yǔ)言輸出的作用?！緝?nèi)容提要 】 . Acquiring discourse rules . The role of input and interaction in L2 acquisition . The role of output in L2 acquisition . Summary【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn)： t he understanding of some terms

14、: foreigner talk; negotiation of meaning; input hypothesis; comprehensible input; interaction hypothesis; negative evidence; scaffolding; zone of proximal; auto-input教學(xué)難點(diǎn)： the understanding of some theories 【 復(fù)習(xí)參考題 】1. To what extent is Krashen s input Hypothesis a mentalist theory?2. “Speaking is t

15、he result of acquisition and not its cause.” Do you agree? What counterarguments can you think of?第六部分 Psycholinguistic Aspects of Interlanguage 【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠從心理語(yǔ)言學(xué)層面了解中介語(yǔ)。教學(xué)要求： 要求學(xué)生通過(guò)對(duì)中介語(yǔ)的理解來(lái)了解第一語(yǔ)言的遷移、 第二語(yǔ)言習(xí)得過(guò)程中 的知覺所發(fā)揮的作用以及交際策略等問(wèn)題?！緝?nèi)容提要 】.L1 transfer .The role of consciousness in L2 acquisitio

16、n .Processing operations .Communication strategies .Two types of computational model【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn) : the understanding of some linguistic terms: communication strategies; negative transfer; positive transfer; avoidance; contrastive analysis; speech act; restructuring continuum; noticing; implicit

17、 knowledge; explicit knowledge; notice the gap; operating principles教學(xué)難點(diǎn)： t he understanding of some linguistic theories 【 復(fù)習(xí)參考題 】1. What languages do you consider typologically close and typologically distant to your own language?2. Can you identify structures in your L1 which you perceive to be un

18、marked and thus potentially transferable?第七部分 Linguistic Aspects of Interlanguage 【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(yǔ)的語(yǔ)言學(xué)層面。教學(xué)要求： 要求學(xué)生掌握語(yǔ)言的一些共有的特質(zhì)； 了解人類語(yǔ)言學(xué)習(xí)的潛能； 語(yǔ)言學(xué)習(xí)階段的選擇性。【內(nèi)容提要 】 . Typological universals: relative clauses . Universal grammar . Learnability . The critical period hypothesis . Access to UG . Ma

19、rkedness . Cognitive versus linguistic explanations【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn) the understanding of some terms: accessibility hierarchy; universal grammar; poverty of the stimulus; positive evidence; negative evidence; critical period hypothesis教學(xué)難點(diǎn)： t he understanding of some linguistic theories【 復(fù)習(xí)參考題 】1. W

20、hat do you think older children and adults enjoy a short-lived advantage over children in learning an L2?2. What explanations can you offer for the failure of adults to achieve native-like competence in an L2?第八部分 Individual Differences in L2 Acquisition 【教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解第二語(yǔ)言習(xí)得過(guò)程中的學(xué)習(xí)者的個(gè)體差異。 教學(xué)要求：

21、要求學(xué)生掌握什么是語(yǔ)言天賦，動(dòng)機(jī)及學(xué)習(xí)策略?！緝?nèi)容提要 】 . Language aptitude . Motivation . Learning strategies【 教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn)： the understanding of some linguistic terms: language aptitude; motivation; instrumental; integrative; resultative; intrinsic; learning strategies教學(xué)難點(diǎn)： t he understanding of some linguistic theories

22、【 復(fù)習(xí)參考題 】1. What exactly are the “two contrasting orientations to language and language learning ”that Skehan has in mind?2. What alternative view of motivation do Crookes and Schmidt offer?第九部分 Instruction and L2 Acquisition 【教學(xué)目的和要求】教學(xué)目的：學(xué)生了解課堂教學(xué)與第二語(yǔ)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)

23、習(xí)策略的訓(xùn)練?！緝?nèi)容提要 】 .The concept of form-focused instruction and its application in second language acquisition . Learner-instruction matching . Strategic training . Summary教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教 學(xué) 重 點(diǎn) ： the understanding of some linguistic terms: teachability hypothesis; production-based instruction; input-based

24、instruction; consciousness-raising教學(xué)難點(diǎn)： t he understanding of some linguistic theories復(fù)習(xí)參考題 】1. What do the two experiments that Lightbown describes show about the effectiveness of instruction?2. Why are relative clauses an appropriate grammatical structure to test whether “generalization of instruc

25、tion ” takes place?第十部分 Conclusion: Multiple Perspectives in SLA 教學(xué)目的和要求】教學(xué)目的：學(xué)生能夠了解對(duì)第二語(yǔ)言習(xí)得研究的多重觀點(diǎn)。 教學(xué)要求：要求學(xué)生掌握第二語(yǔ)言習(xí)得研究的多層面性。內(nèi)容提要 】The multiple-perspectives in SLA教學(xué)重點(diǎn)與難點(diǎn)問(wèn)題 】教學(xué)重點(diǎn) : the multiple-perspectives in SLA教學(xué)難點(diǎn) : To understand that different types of enquiry that characterize SLA and differen

26、t types of explanations provided reflect the different purposes of researchers復(fù)習(xí)參考題 】Why do you think terminology proliferated in SLA? Do you think Gregg is right to criticize this?執(zhí)筆人： 許巧軍 審核人：孫延弢 第二語(yǔ)言習(xí)得概論課程考核大綱【考核目的】 考核學(xué)生對(duì)第二語(yǔ)言習(xí)得的基礎(chǔ)知識(shí)和基本理論的掌握情況， 考核學(xué)生對(duì)第二語(yǔ)言習(xí)得 理論的運(yùn)用能力形成情況， 使學(xué)生了解自己在理論及其運(yùn)用方面的不足， 為第二語(yǔ)言習(xí)得

27、教 學(xué)提供反饋信息?！菊n程學(xué)習(xí)的基礎(chǔ)】“語(yǔ)言學(xué)概論 ”、 “英語(yǔ)學(xué)習(xí)理論 ”課程的學(xué)習(xí)，有一定語(yǔ)言實(shí)踐經(jīng)驗(yàn)。 （這些知識(shí)不在考 試范圍之內(nèi)）【考核的內(nèi)容范圍】 第二語(yǔ)言習(xí)得的定義，學(xué)習(xí)者語(yǔ)言的性質(zhì)，中介語(yǔ)及其社會(huì)、 語(yǔ)篇、心理語(yǔ)言學(xué)和語(yǔ)言 學(xué)層面的特征， 第二語(yǔ)言習(xí)得過(guò)程中的個(gè)性差異， 各種課堂教學(xué)方法對(duì)第二語(yǔ)言習(xí)得的作用 等。【考核方法】40%。期末開卷筆試，占 60%；平時(shí)（出勤、提問(wèn)、作業(yè)等）占對(duì)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(jiǎn)答題、論述題等。2. 難度等級(jí)：分為較易、中等、較難三個(gè)等級(jí)，大概比例是20：60：

28、20?？荚嚨木唧w內(nèi)容 】第一部分 Introduction: Describing and Explaining L2 Acquisition知識(shí)點(diǎn)：1.learner language 2. target language 3. input 4. language aptitude 5. case study6. overuse 7. item learning 8. system learning 9.mentalist 10 .formulas 考核目標(biāo)：1.識(shí)記：( 1) learner language( 2) target language2.理解：( 1) input(2)ite

29、m learning (3) system learning(4)learners overuse of linguistic forms3. 應(yīng)用： (1)case study(2) formulas (3) item learning (4) system learning第二部分 The Nature of Learner Language知識(shí)點(diǎn)：1. errors and mistakes 2. omission 3. overgeneralization 4. transfer 5. global errors6. local errors 7. silent period 8. a

30、cquisition order 9. sequence of acquisition10. accuracy order 11. transitional constructions 12. U-shaped course of development13. restructuring 14. linguistic context 15. psycholinguistic context16. form-function mappings 17. fossilization 考核目標(biāo)：1.識(shí)記： (1) fossilization(2) free variation (3) omission

31、(4) overgeneralization(5) restructuring2.理解：( 1) accuracy order & acquisition order ( 2) silent period( 3) global errors & local errors (4)U-shaped course of development (5)linguistic /psycholinguistic/situational context3. 應(yīng)用：( 1)identify errors (2)describing errors (3)explaining errors (4)error ev

32、aluation 第三部分 Interlanguage知識(shí)點(diǎn)：1.interlanguage 2. behaviorist learning theory3. mentalist theory of language learning4. language acquisition erlanguage continuum6.learning strategies 7.backsliding 8.intake考核目標(biāo)：1.識(shí)記： (1)interlanguage ( 2) Backsliding ( 3)interlanguage continuum (4)intake (

33、5)behaviorist learning theory (6)mentalist2.理解： (1)behaviorist learning theory ( 2) language acquisition device( 3) mentalist theory of language learning3. 應(yīng)用： Try to analyze your own“ interlanguage ”.第四部分 Social Aspects of Interlanguage知識(shí)點(diǎn)：1.stylistic continuum 2. careful style 3. vernacular style

34、4. accommodation theory5. convergence & divergence6.acculturation model 7.pidginization8. social distance 9.psychological distance 10.investment 考核目標(biāo)：1.識(shí)記：( 1) careful style ( 2) vernacular style(3) pidginization2.理解：（1）stylistic continuum( 2) accommodation theory（3）psychological(4)convergence& dive

35、rgence3.應(yīng)用：(1) careful style (2) vernacular style第五部分 Communicative Language Teaching知識(shí)點(diǎn)：1. discourse rules 2. foreigner talk 3. negotiation of meaning4. input hypothesis 5. comprehensible input 6. interaction hypothesis7. negative evidence 8. scaffolding 9. zone of proximal development 10. auto-inp

36、ut 考核目標(biāo)：1.識(shí)記： (1)foreigner talk (2) negotiation of meaning(3)auto-input(4) comprehensible input ( 5) scaffolding;2.理解：( 1) interaction hypothesis ( 2) input hypothesis(3) zone of proximal development3. 應(yīng)用： (1)discourse rules (2) negotiation of meaning (3) scaffolding第六部分 Psycholinguistic Aspects of

37、Interlanguage知識(shí)點(diǎn)：1.L1 transfer 2. communication strategies 3.negative transfer 4.positive transfer5. avoidance 6.overuse 7.contrastive analysis 8.speech acts9.restructuring continuum10.noticing 11.implicit knowledge12. explicit knowledge13.notice the gap 14.operating principles15.dimensional model16

38、.processing constraints 17.distributed processing考核目標(biāo)：(2) positive transfer(5)noticing;(3) explicit knowledge1識(shí)記：(1)negative transfer(4)speech act2理解：(1)communication strategies(2) notice the gap(3)contrastive analysis(4)operating principles(5)implicit knowledge(6) explicit knowledge(7) restructurin

39、g continuum;3.應(yīng)用：(1) Notice the gap between what they have observed in the input and the currentstate of their interlanguage as manifested in their own output.(2) communication strategies 第七部分 Linguistic Aspects of Interlanguage 知識(shí)點(diǎn)：1. universal grammar 2. accessibility hierarchy 3. poverty of the s

40、timulus4. positive evidence5. negative evidence 6. critical period hypothesis7.markedness 考核目標(biāo)：1識(shí)記： (1)accessibility hierarchy (2) positive evidence (3) negative evidence 2理解： (1)universal grammar (2)poverty of the stimulus(3)critical period hypothesis3應(yīng)用 : (1) accessibility hierarchy (2) critical p

41、eriod hypothesis第八部分 Individual Differences in L2 Acquisition 知識(shí)點(diǎn)：1.language aptitude 2.motivation: instrumental motivation; integrative motivation; resultative motivation; intrinsic motivation; 3.learning strategies 考核目標(biāo)：1.識(shí)記：(1) instrumental motivation(2)integrative motivation(3)resultative motiva

42、tion(4)intrinsic motivation;2. 理解：(1)learning strategies(2)language aptitude;3. 應(yīng)用：(1) instrumental motivation (2) integrative motivation(3) resultative motivation(4) intrinsic motivation;(5) learning strategies第九部分知識(shí)點(diǎn)：Instruction and L2 Acquisition1. form-focused instruction2. teachability hypothes

43、is 3. production-based instruction4. input-based instruction 5. consciousness-raising 6. input flooding7. learner-instruction matching考核目標(biāo)：1識(shí)記：(1) production-based instruction (2)input-based instruction (3)input flooding2. 理解：(1)teachability hypothesis (2) consciousness-raising3應(yīng)用：(1)form-focused in

44、struction(2) production-based instruction(3) input-based instruction(4) consciousness-raising(5)learner-instruction matching第十部分 Conclusion: Multiple Perspectives in SLA 知識(shí)點(diǎn)：the multiple-perspectives in SLA 考核目標(biāo)：1識(shí)記：the multiple-perspectives in SLA2. 理解：To understand that different types of enquiry

45、that characterize SLA and different types of explanations provided reflect the different purposes of researchers.3應(yīng)用：Give some models of L2 acquisition that incorporate the perspectives we have learned.樣題】I. Decide whether the statements are true (T) or false (F) (每小題 2 分，共 20 分)1. Avoidance is said

46、 to take place when specific target language structures are under-represented in the learner s production in comparison to -nsapteivaekers production.2. Behaviorist learning theory of language acquisition emphasize the importance of the innate capacity of the language learner at the expense of envir

47、onmental factors.3. When language users are able to attend closely to the form of the language they produce, they call upon their careful style . A careful style is evident in formal language tasks such a reading pairs of words, or doing a grammar test.4. Aptitude refers to the specific ability a le

48、arner has for learning a second language. This is hypothesized to be separate from the general ability to master academic skills, which is referred to as intelligence.5. Backsliding involves the use of a rule belonging to some late stage of development. It occurs when learners are under some pressur

49、e, as, for instance, when they have to express difficult subject matter or are feeling anxious.6. Communication strategies are employed when learners are faced with the task of communicating meanings for which they lack the requisite linguistic knowledge.7. Access to comprehensible input may be an u

50、nnecessary condition for acquisition to take place.8. This states that there is a period when language acquisition can take place with effort, but that after a certain age the brain is no longer able to process language input in this way.9. Error analysis involves collecting samples of learner langu

51、age, identifying the errors in the sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness.10. When native speakers address learners, they adjust their normal speech in order to make the speech more formal. . Define the following terms (每小題 3 分，共 30 分)1. learner language2. errors3. the critical period hypothesis4. complete access5. language aptitude6. poverty of the stimulus7. pidginization8. processing constraints9. communication strategies10. careful style Fill in the blanks wit