《第二语言习得概论》课程教学大纲

1、第二语言习得概论课程教学大纲课程编码：30615001学分：2学分总学时：36学时说明【课程性质】第二语言习得概论是英语专业任意选修课。【教学目的】帮助学习者在语言基础知识学习的基础上，掌握一些基本的教学理论，并使他们在学习的过程中形成自己的教学思路，为今后的教学实践或对其进一步的研究做准备。【教学任务】通过对语言学习者学习语言过程的讨论，帮助学生将模糊的、无意识的实践性内容变成明确的、有意识的理论方法。使他们在以后的教学中，能够批判性地接受现行的一些教学方法，并在实践过程中根据不同的受教育对象将其不断完善。【教学内容】绪论；学习者语言的本质、中介语、中介语的社会层面；中介语的话语层面；中介语

2、的心理语言学层面；中介语的语言学层面；二语习得中的个体差异；课堂教学和二语习得；结论【教学原则和方法】教学原则：理论和实践相结合，突出指导性和应用性。教学方法：教师提出问题，并组织学生讨论，围绕具体问题进行讲解。教师讲解与学生练习结合，学生每次课后书面回答具体问题。【先修课程要求】“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。【学时分配】序号内容学时安排小计理论课时实验课时习题课时上机课时1Introduction:3032Thenatureoflearnerlanguage3143Interlanguage2134Socialaspectsofinterlanguage31

3、45Discourseaspectsofinterlanguage3146Psycholinguisticaspectsofinterlanguage3147Linguisticaspectsofinterlanguage3038IndividualdifferencesinL2acquisition3149InstructionandL2acquisition31410Conclusion:multipleperspectivesinSLA123总计27936【教材与主要参考书】教材：RodEllis第二语言习得上海外语教育出版社,2000年。参考书：P.M.LightbownandN.Sp

4、ada语言学习机制上海外语教育出版社,20XX年。RodEllis第二语言习的研究上海外语教育出版社，1994年。大纲内容第一部分Introduction:DescribingandExplainingL2Acquisition【教学目的和要求】教学目的：本章是全书的绪论，学习的目的是弄清第二语言习得的概念和目标。教学要求：明确什么是学习者语言等相关概念，从而在整体上使学生对第二语言习得的基本理论有个概括性的了解。【内容提要】.Thedefinitionofsecondlanguageacquisition.ThegoalsofsecondlanguageacquisitionTwocases

5、tudies.Methodologicalissues.Issuesinthedescriptionoflearnerlanguage.IssuesintheexplanationofL2acquisition【教学重点与难点问题】教学重点：thedefinitionofsecondlanguageacquisition教学难点：thegoalsofsecondlanguageacquisition【复习参考题】InwhatrespectsisWesagoodlanguagelearnerandonwhatrespectsishenotone?Whatisyourowndefinitionof

6、agoodlanguagelearner?第二部分TheNatureofLearnerLanguage【教学目的和要求】教学目的：学生了解学习者语言的本质。教学要求：要求学生理解错误的本质并能够进行相应的错误分析，了解语言习得过程的发展模式。【内容提要】ErrorsanderroranalysisDevelopmentalpatternsIII.VariabilityinlearnerlanguageSummary【教学重点与难点问题】教学重点：Erroranalysisandcontrastanalysis教学难点：thedifferencebetweenerroranalysisandco

7、ntrastanalysis【复习参考题】WhatdoesCordermeanbysayingthatanerrorissystematicandamistakeisunsystematic?Doyouseeanyproblemswiththisdefinition?LaterCorderrecognizesthatitmaybedifficulttodistinguisherrorsandmistakes.Canyousuggestwaysofdoingthis?第三部分Interlanguage【教学目的和要求】教学目的：学生能够了解行为主义学习理论和语言学习的唯心主义理论。教学要求：通过

8、对行为主义学习理论和语言学习的唯心主义理论的清楚了解，进而理解中介语的概念与内涵。【内容提要】thedefinitionofbehavioristlearningtheoryanditsinfluenceonsecondlanguageacquisitionamentalisttheoryoflanguagelearninganditsinfluenceonsecondlanguageacquisitionthedefinitionofinterlanguageacomputationalmodelofL2acquisition【教学重点与难点问题】教学重点：Behavioristlearni

9、ngtheory教学难点：thedefinitionofinterlanguage【复习参考题】Whatismeantbydescribingtheinterlanguagecontinuumasa“restructuringcontinuum”?Whatobjectionscanbeleveledagainstthisviewoftheinterlanguagecontinuum?第四部分SocialAspectsofInterlanguage【教学目的和要求】教学目的：学生能够了解中介语的社会层面。教学要求：学习有关中介语的社会层面的含义：语体范围内的中介语，第二语言习得的文化适应模式，以

10、及第二语言学习实现的社会作用。【内容提要】I.InterlanguageasastylisticcontinuumTheacculturationmodelofL2acquisitionSocialidentityandinvestmentinL2learning【教学重点与难点问题】教学重点：theunderstandingofsometerms:stylisticcontinuum;carefulstyle;vernacularstyle;accommodationtheory;divergence;pidginization教学难点：theunderstandingofsometheor

11、ies【复习参考题】Canyouthinkofanyotherexamplesofthesetwobadlearningsituations?Canyouthinkofexamplesofgoodlearningsituations?第五部分CommunicativeLanguageTeaching【教学目的和要求】教学目的：学生能够了解从语篇的角度更深入的理解中介语。教学要求：要求学生掌握获取语篇（谈话）规则，第二语言习得过程中语言输入和相互影响的作用以及第二语言习得过程中的语言输出的作用。【内容提要】I.AcquiringdiscourserulesTheroleofinputandint

12、eractioninL2acquisitionTheroleofoutputinL2acquisitionSummary【教学重点与难点问题】教学重点：theunderstandingofsometerms:foreignertalk;negotiationofmeaning;inputhypothesis;comprehensibleinput;interactionhypothesis;negativeevidence;scaffolding;zoneofproximal;auto-input教学难点：theunderstandingofsometheories【复习参考题】Towhate

13、xtentisKrashensinputHypothesisamentalisttheory?“Speakingistheresultofacquisitionandnotitscause.”Doyouagree?Whatcounterargumentscanyouthinkof?第六部分PsycholinguisticAspectsofInterlanguage【教学目的和要求】教学目的：学生能够从心理语言学层面了解中介语。教学要求：要求学生通过对中介语的理解来了解第一语言的迁移、第二语言习得过程中的知觉所发挥的作用以及交际策略等问题。【内容提要】L1transferI.Theroleofc

14、onsciousnessinL2acquisitionI.ProcessingoperationsCommunicationstrategiesV.Twotypesofcomputationalmodel【教学重点与难点问题】教学重点:theunderstandingofsomelinguisticterms:communicationstrategies;negativetransfer;positivetransfer;avoidance;contrastiveanalysis;speechact;restructuringcontinuum;noticing;implicitknowle

15、dge;explicitknowledge;noticethegap;operatingprinciples教学难点：theunderstandingofsomelinguistictheories【复习参考题】Whatlanguagesdoyouconsidertypologicallycloseandtypologicallydistanttoyourownlanguage?CanyouidentifystructuresinyourL1whichyouperceivetobeunmarkedandthuspotentiallytransferable?第七部分LinguisticAspe

16、ctsofInterlanguage【教学目的和要求】教学目的：学生能够了解有关中介语的语言学层面。教学要求：要求学生掌握语言的一些共有的特质；了解人类语言学习的潜能；语言学习阶段的选择性。【内容提要】I.Typologicaluniversals:relativeclausesUniversalgrammarLearnabilityThecriticalperiodhypothesisAccesstoUGW.MarkednessW.Cognitiveversuslinguisticexplanations【教学重点与难点问题】教学重点theunderstandingofsometerms:a

17、ccessibilityhierarchy;universalgrammar;povertyofthestimulus;positiveevidence;negativeevidence;criticalperiodhypothesis教学难点：theunderstandingofsomelinguistictheories【复习参考题】Whatdoyouthinkolderchildrenandadultsenjoyashort-livedadvantageoverchildreninlearninganL2?Whatexplanationscanyouofferforthefailureo

18、fadultstoachievenative-likecompetenceinanL2?第八部分IndividualDifferencesinL2Acquisition【教学目的和要求】教学目的：学生能够了解第二语言习得过程中的学习者的个体差异。教学要求：要求学生掌握什么是语言天赋，动机及学习策略。【内容提要】I.LanguageaptitudeI.MotivationI.Learningstrategies【教学重点与难点问题】教学重点：theunderstandingofsomelinguisticterms:languageaptitude;motivation;instrumental

19、;integrative;resultative;intrinsic;learningstrategies教学难点：theunderstandingofsomelinguistictheories【复习参考题】Whatexactlyarethe“twocontrastingorientationstolanguageandlanguagelearning”thatSkehanhasinmind?WhatalternativeviewofmotivationdoCrookesandSchmidtoffer?第九部分InstructionandL2Acquisition【教学目的和要求】教学目的：

20、学生了解课堂教学与第二语言习得的关系。教学要求：要求学生掌握集中于形式的教学方法、学习者与课堂教学方法的匹配以及学习策略的训练。【内容提要】I.Theconceptofform-focusedinstructionanditsapplicationinsecondlanguageacquisitionI.Learner-instructionmatchingI.StrategictrainingIV.Summary【教学重点与难点问题】教学重点：theunderstandingofsomelinguisticterms:teachabilityhypothesis;production-bas

21、edinstruction;input-basedinstruction;consciousness-raising教学难点：theunderstandingofsomelinguistictheories【复习参考题】WhatdothetwoexperimentsthatLightbowndescribesshowabouttheeffectivenessofinstruction?Whyarerelativeclausesanappropriategrammaticalstructuretotestwhether“generalizationofinstruction”takesplace

22、?第十部分Conclusion:MultiplePerspectivesinSLA教学目的和要求】教学目的：学生能够了解对第二语言习得研究的多重观点。教学要求：要求学生掌握第二语言习得研究的多层面性。内容提要】Themultiple-perspectivesinSLA【教学重点与难点问题】教学重点:themultiple-perspectivesinSLA教学难点:TounderstandthatdifferenttypesofenquirythatcharacterizeSLAanddifferenttypesofexplanationsprovidedreflectthedifferent

23、purposesofresearchers【复习参考题】WhydoyouthinkterminologyproliferatedinSLA?DoyouthinkGreggisrighttocriticizethis?执笔人：许巧军审核人：孙延弢第二语言习得概论课程考核大纲【考核目的】考核学生对第二语言习得的基础知识和基本理论的掌握情况，考核学生对第二语言习得理论的运用能力形成情况，使学生了解自己在理论及其运用方面的不足，为第二语言习得教学提供反馈信息。【课程学习的基础】“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。（这些知识不在考试范围之内）【考核的内容范围】第二语言习得的定

24、义，学习者语言的性质，中介语及其社会、语篇、心理语言学和语言学层面的特征，第二语言习得过程中的个性差异，各种课堂教学方法对第二语言习得的作用等。【考核方法】期末开卷笔试，占60%；平时(出勤、提问、作业等)占40%。对试题的要求】1.题型比例：客观性试题占80%，包括判断题、填空题、概念题等；主观性试题占20%，包括简答题、论述题等。2.难度等级：分为较易、中等、较难三个等级，大概比例是20：60：20。考试的具体内容】第一部分Introduction:DescribingandExplainingL2Acquisition知识点：1.learnerlanguage2.targetlangua

25、ge3.input4.languageaptitude5.casestudyoveruse7.itemlearning8.systemlearning9.mentalist10.formulas考核目标：识记：(1)learnerlanguage(2)targetlanguage理解：(1)input(2)itemlearning(3)systemlearning(4)learnersoveruseoflinguisticforms应用：(1)casestudy(2)formulas(3)itemlearning(4)systemlearning第二部分TheNatureofLearnerLa

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

27、appings17.fossilization考核目标：识记：(1)fossilization(2)freevariation(3)omissionovergeneralization(5)restructuring理解：(1)accuracyorder&acquisitionorder(2)silentperiod(3)globalerrors&localerrors(4)U-shapedcourseofdevelopmentlinguistic/psycholinguistic/situationalcontext应用：(1)identifyerrors(2)describingerror

28、s(3)explainingerrors(4)errorevaluation第三部分Interlanguage知识点：1.interlanguage2.behavioristlearningtheorymentalisttheoryoflanguagelearningerlanguagecontinuum6.ake考核目标：识记：(1)interlanguage(2)Backsliding(3)interlanguagecontinuum(4)intake(5)behavioristlearningtheory(6)mentalist理解：(1)behavioristlearningtheor

29、y(2)languageacquisitiondevice(3)mentalisttheoryoflanguagelearning应用：Trytoanalyzeyourown“interlanguage”.第四部分SocialAspectsofInterlanguage知识点：stylisticcontinuum2.carefulstyle3.vernacularstyle4.accommodationtheoryconvergence&divergence6.acculturationmodel7.pidginizationsocialdistance9.psychologicaldista

30、nce10.investment考核目标：识记：(1)carefulstyle(2)vernacularstyle(3)pidginization理解：(1)stylisticcontinuum(2)accommodationtheory(3)psychological(4)convergence&divergence应用：(1)carefulstyle(2)vernacularstyle第五部分CommunicativeLanguageTeaching知识点：discourserules2.foreignertalk3.negotiationofmeaningeractionhypothes

31、isnegativeevidence8.scaffolding9.zoneofproximaldevelopment10.auto-input考核目标：识记：(1)foreignertalk(2)negotiationofmeaning(3)auto-input(4)comprehensibleinput(5)scaffolding;理解：(1)interactionhypothesis(2)inputhypothesis(3)zoneofproximaldevelopment应用：(1)discourserules(2)negotiationofmeaning(3)scaffolding第六

32、部分PsycholinguisticAspectsofInterlanguage知识点：1.L1cessingcon

33、straints17.distributedprocessing考核目标：1识记：(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.应用：(1)Nmunicationstr

34、ategies第七部分LinguisticAspectsofInterlanguage知识点：1.universalgrammar2.accessibilityhierarchy3.povertyofthestimuluspositiveevidence5.negativeevidence6.criticalperiodhypothesismarkedness考核目标：1识记：(1)accessibilityhierarchy(2)positiveevidence(3)negativeevidence2理解：(1)universalgrammar(2)povertyofthestimulus(

35、3)criticalperiodhypothesis3应用:(1)accessibilityhierarchy(2)criticalperiodhypothesis第八部分IndividualDifferencesinL2Acquisition知识点：1.languageaptitude2.motivation:instrumentalmotivation;integrativemotivation;resultativemotivation;intrinsicmotivation;3.learningstrategies考核目标：1.识记：(1)instrumentalmotivationr

36、esultativemotivation理解：(l)learningstrategies应用：(1)instrumentalmotivationresultativemotivationintegrativemotivationintrinsicmotivation;(2)languageaptitude;(2)integrativemotivationintrinsicmotivation;learningstrategies第九部分InstructionandL2Acquisition知识点：duction-basedinstructioninput-basedinstruction5.c

37、onsciousness-raising6.inputflooding7.learner-instructionmatching考核目标：l识记：(l)production-basedinstruction理解：(l)teachabilityhypothesis3应用：(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知识点：themultiple-perspectivesinSLA考核目标：l识记：2.理解：themultiple-perspectivesinSLATounderstandthatdifferenttypesofenquirythatcharacterizeSLAanddifferenttypesofexplanationsprovidedreflectthedifferentpurposesofresearchers.3应用：Givesomemodelsof

39、L2acquisitionthatincorporatetheperspectiveswehavelearned.样题】I.Decidewhetherthestatementsaretrue(T)orfalse(F)(每小题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(每小题3分，共30分)1.learnerlanguageerrorsthecriticalperiodhypothesiscompleteaccesslanguageaptitudepovertyofthestimuluspidginizationprocessingconstraintscommunic