第二語言習(xí)得導(dǎo)論

前言

　　北京大學(xué)出版社自2005年以來已出版《語言與應(yīng)用語言學(xué)知識(shí)系列讀本》多種，為了配合第十一個(gè)五年計(jì)劃，現(xiàn)又策劃陸續(xù)出版《2l世紀(jì)英語專業(yè)系列教材》。這個(gè)重大舉措勢必受到英語專業(yè)廣大教師和學(xué)生的歡迎。　　作為英語教師，最讓人揪心的莫過于聽人說英語不是一個(gè)專業(yè)，只是一個(gè)工具。說這些話的領(lǐng)導(dǎo)和教師的用心是好的，為英語專業(yè)的畢業(yè)生將來找工作著想，因此要為英語專業(yè)的學(xué)生多多開設(shè)諸如新聞、法律、國際商務(wù)、經(jīng)濟(jì)、旅游等其他專業(yè)的課程。但事與愿違，英語專業(yè)的教師們很快發(fā)現(xiàn)，學(xué)生投入英語學(xué)習(xí)的時(shí)間少了，掌握英語專業(yè)課程知識(shí)甚微，即使對四個(gè)技能的掌握也并不比大學(xué)英語學(xué)生高明多少，而那個(gè)所謂的第二專業(yè)在有關(guān)專家的眼中只是學(xué)到些皮毛而已?！　∮⒄Z專業(yè)的路在何方？有沒有其他路可走？這是需要我們英語專業(yè)教師思索的問題。中央領(lǐng)導(dǎo)關(guān)于創(chuàng)新是一個(gè)民族的靈魂和要培養(yǎng)創(chuàng)新人才等的指示精神，讓我們在層層迷霧中找到了航向。顯然，培養(yǎng)學(xué)生具有自主學(xué)習(xí)能力和能進(jìn)行創(chuàng)造性思維是我們更為重要的戰(zhàn)略目標(biāo)，使英語專業(yè)的人才更能適應(yīng)21世紀(jì)的需要，迎接21世紀(jì)的挑戰(zhàn)。

內(nèi)容概要

本教材以章節(jié)的形式論述國外“第二語言習(xí)得”領(lǐng)域近半個(gè)世紀(jì)以來的研究歷程。全書既全面、詳細(xì)地介紹語言習(xí)得的理論創(chuàng)建與發(fā)展、兒童母語習(xí)得過程、二語／外語學(xué)習(xí)理論以及二語課堂教學(xué)研究等方面的成果，又綜合、客觀地反映認(rèn)知學(xué)、心理學(xué)、社會(huì)文化學(xué)等領(lǐng)域?qū)Φ诙Z言習(xí)得與發(fā)展的不同視角與觀點(diǎn)?！　”窘滩倪m合高等院校英語專業(yè)本科生、研究生以及中小學(xué)英語教師學(xué)習(xí)和使用。

書籍目錄

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

章節(jié)摘錄

　　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.

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