第二语言习得导论

出版时间：2010-6  出版社：北京大学出版社  作者：沈昌洪，刘喜文，季忠民　编著  页数：229  
Tag标签：无  

前言

　　北京大学出版社自2005年以来已出版《语言与应用语言学知识系列读本》多种，为了配合第十一个五年计划，现又策划陆续出版《2l世纪英语专业系列教材》。这个重大举措势必受到英语专业广大教师和学生的欢迎。　　作为英语教师，最让人揪心的莫过于听人说英语不是一个专业，只是一个工具。说这些话的领导和教师的用心是好的，为英语专业的毕业生将来找工作着想，因此要为英语专业的学生多多开设诸如新闻、法律、国际商务、经济、旅游等其他专业的课程。但事与愿违，英语专业的教师们很快发现，学生投入英语学习的时间少了，掌握英语专业课程知识甚微，即使对四个技能的掌握也并不比大学英语学生高明多少，而那个所谓的第二专业在有关专家的眼中只是学到些皮毛而已。　　英语专业的路在何方？有没有其他路可走？这是需要我们英语专业教师思索的问题。中央领导关于创新是一个民族的灵魂和要培养创新人才等的指示精神，让我们在层层迷雾中找到了航向。显然，培养学生具有自主学习能力和能进行创造性思维是我们更为重要的战略目标，使英语专业的人才更能适应21世纪的需要，迎接21世纪的挑战。

内容概要

本教材以章节的形式论述国外“第二语言习得”领域近半个世纪以来的研究历程。全书既全面、详细地介绍语言习得的理论创建与发展、儿童母语习得过程、二语／外语学习理论以及二语课堂教学研究等方面的成果，又综合、客观地反映认知学、心理学、社会文化学等领域对第二语言习得与发展的不同视角与观点。　　本教材适合高等院校英语专业本科生、研究生以及中小学英语教师学习和使用。

书籍目录

Chapter 1 Introduction: Key Concepts and Issues in SLA 　1.1 Language Acquisition and SLA 　1.2 Some Definitions of SLA 　1.3 Some Structural Characteristics of SLA 　1.4 The Literature on the Theories of SLA 　1.5 A Theoretical Approach Proposed by Spolsky 　1.6 Theoretical Applications to L2 Teaching and Learning 　1.7 Some Distinctions in the field of SLA Research 　1.8 Conclusion 　Points for Thinking 　Further Reading Chapter 2 Views on Language, Learning and Learner 　2.1 Views on the Nature of Language 　2.2 Views of the Language Learning Process -- L1 versus L2 　2.3 Views of the Second Language Learner 　2.4 Conclusion 　Points for Thinking 　Further Reading Chapter 3 An Introduction to Language Acquisition 　3.1 Introduction 　3.2 Developmental Patterns in L1 Acquisition 　3.3 The Controversy between Behaviorist and Mentalist Models 　3.4 Developmental Patterns in L2 Acquisition 　3.5 Conclusion 　Points for Thinking 　Further Reading Chapter 4 Recent History of SLA Research 　4.1 Introduction 　4.2 The Early Studies on Language Acquisition (to 1960s) 　4.3 The Following-up Studies in 1970s and 1980s 　4.4 The Recent Studies on L2A (beyond 1990s) 　4.5 Conclusion 　Points for Thinking 　Further Reading Chapter 5 The UG Approach to Language Acquisition 　5.1 Introduction 　5.2 Universal Grammar (UG) for Language Acquisition 　5.3 Arguments from First Language Acquisition 　5.4 What Does UG Consist of?. 　5.5 Evaluation of UG-based Approaches to SLA 　5.6 Conclusion 　Points for Thinking 　Further Reading Chapter 6 Cognitive Approaches to SLA 　6.1 Introduction 　6.2 Two Main Groups of Cognitive Theorists 　6.3 Processing Approaches 　6.4 Connectionism 　6.5 Theories of L2 Processing 　6.6 Evaluation of Cognitive Approaches to L2 Learning 　6.7 Conclusion 　Points for Thinking 　Further Reading Chapter 7 Some Other Perspectives on SLA 　7.1 Introduction 　7.2 Functional Perspectives on L1 Learning and SLA 　7.3 Functionalist Contributions to an Understanding of SLA 　7.4 Sociocultural Perspectives on SLA 　7.5 Sociolinguistic Perspectives on SLA 　7.6 Conclusion 　Points for Thinking 　Further Reading Chapter 8 Input, Interaction and Output in SLA 　8.1 Introduction 　8.2 Input and Interaction in L1 Acquisition 　8.3 Input and Interaction in SLA 　8.4 Output in SLA 　8.5 Theorizing Input, Interaction and Output Research 　8.6 Feedback, Recasts and Negative Evidence in SLA 　8.7 Evaluation: The Scope of Interactionist Research 　8.8 Conclusion 　Points for Thinking 　Further Reading Chapter 9 Varied Perspectives on lnterlanguage 　9.1 An Introduction to Interlanguage 　9.2 Social Aspects of IL 　9.3 Discourse Aspects of IL 　9.4 Psycholinguistic Aspects of IL 　9.5 Conclusion 　Points for Thinking 　Further Reading Chapter 10 Researches on L2 Classroom Practice(I) 　10.1 Introduction 　10.2 An Introduction to the History of L2 Teaching Methods 　10.3 Cross-language Competition between L1 and L2 　10.4 Some Methods Used in L2 Classroom Research 　10.5 Data Collection and Data Analysis 　10.6 Conclusion 　Points for Thinking 　Further Reading Chapter 11 Researches on L2 Classroom Practice(II) 　11.1 Direct Involvement of Classroom Interaction Research 　11.2 An Introduction to Classroom Interaction 　11.3 Types of Language Use in Classroom Interaction 　11.4 Turn Taking in Classroom Discourse 　11.5 Differences between Classroom and Naturalistic Discourse 　11.6 The Teacher's Role in Classroom Interaction 　11.7 Learner Participation 　11.8 Classroom Interaction in the L2 Learning 　11.9 The Relationship between Classroom Interaction and SLA 　11.10 Conclusion 　Points for Thinking 　Further Reading Chapter 12 Conclusion 　12.1 A Brief Review of the Book 　12.2 An Integrated View of SLA Research 　12.3 Main Achievements of Recent SLA Research 　12.4 SLA Research and Language Education 　12.5 Future Directions for SLA Research 　Points for Thinking 　Further Reading REFERENCES

章节摘录

　　The term SLA here is employed tor re/erring to me smay on oomL2A and FLA because it is assumed that the underlying process isessentially similar. Wherever necessary， this coursebook will make use ofthe distinction between these two fields.1.7.2　Acquisition versus Learning　　The second tricky but also controversial distinction is the onebetween Acquisition and Learning. Krashen and Terrell （1983） define"acquisition" as the product of a "subconscious" process， similar to that ofchildren in learning their L1， and learning as the product of formalteaching， which results in conscious knowledge about the language， but thedistinction cannot be as simple as that.　　Schmidt （1990） considers the term "subconscious" as an unlikelyproposition， misleading in consciousness research， where it would implytotally without any awareness. In a non-technical sense， the term couldmean "not being aware of having noticed something，" which would berelated to a way of learning that takes place while listening to a tape whilesleeping.　　Apparently， some evidence shows that people may subconsciouslypick up what they already know， but there is no evidence that new information may be picked up in such a manner. It is commonly accepted that some level of attention is required to notice something， and thatnoticing is crucial in obtaining new information.　　Krashen claimed that learning the rules could not lead to an automaticuse of language as in acquisition. Probably， Krashen used the term "subconscious" in a non-technical sense， as the inability to explain whatone knows. In other words， learners may use language forms correctlywithout being able to explain the forms.

用户评论 (总计6条)

•   第二语言教学的人或者学习第二语言的人可以读一读。
•   这本书很实用，而且理论体系清晰， 知识易懂！
•   支持一下，很好
•   老师推荐的，还没来得及看，大概翻开了一下，感觉很好，相信品牌出版社的实力
•   粗心大意没仔细看，买了本英文版的，不知道有没有中文版的呢
•   比较专业的书，对第二语言习得有所帮助，值得购买。