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
2、话语层面；中介语的心理语言学层面；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】学 时 安 排序号 内 容 理论课时实验课时习题课时上机课时小计1 Introduction: 3 0 32 The nature of learner language3 1 43 Interlanguage 2 1 3
3、4 Social aspects of interlanguage3 1 45 Discourse aspects of interlanguage3 1 46 Psycholinguistic aspects of interlanguage3 1 47 Linguistic aspects of interlanguage3 0 38 Individual differences in L2 acquisition3 1 49 Instruction and L2 acquisition3 1 410 Conclusion: multiple perspectives in SLA1 2
4、3总 计 27 9 36【教材与主要参考书】教 材：Rod Ellis 第二语言习得 上海外语教育出版社, 2000 年。参考书：P. M. Lightbown and N. Spada 语言学习机制上海外语教育出版社, 2002 年。Rod Ellis 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: Describing and Explaining L2 Acquisition【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
5、得的基本理论有个概括性的了解。 【内容提要】.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【教学重点与难点问题】教学重点：the definition of second language acquisition教
6、学难点：the goals of second language acquisition【复习参考题】1. In what respects is Wes a good language 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。
7、【内容提要】.Errors and error analysis.Developmental patterns.Variability in learner language. Summary【教学重点与难点问题】教学重点：Error analysis and contrast analysis教学难点：the difference between error analysis and contrast analysis【复习参考题】1. What does Corder mean by saying that an error is systematic and a mistake is u
8、nsystematic? 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】I. th
9、e 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【教学重点与难点问题】教学重点：Behaviorist learning
10、theory教学难点：the definition of interlanguage【复习参考题】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 Interlanguage【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
11、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，以及第二语言学习实现的社会作用。【内容提要】. Interlanguage as a stylistic continuum. The acculturation model of L2 acquisition. Social identity and investment in L2 learning【教学重点与难点问题】教学重点：the understanding of some terms: stylistic continuum; careful style; vernacular style; accommodatio
12、n theory; divergence; pidginization教学难点：the understanding of some theories【复习参考题】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 Teaching【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
13、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】. Acquiring discourse rules. The role of input and interaction in L2 acquisition. The role of output in L2 acquisition. Summary【教学重点与难点问题】教学重点：the understanding of some terms: foreigner talk; negotiation of meaning; input hypothesis; comprehens
14、ible input; interaction hypothesis; negative evidence; scaffolding; zone of proximal; auto-input教学难点：the understanding of some theories【复习参考题】1. To what extent is Krashens input Hypothesis a mentalist theory?2. “Speaking is the result of acquisition and not its cause.” Do you agree? What counter arg
15、uments can you think of?第六部分 Psycholinguistic Aspects of Interlanguage【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】.L1 transfer.The role of consciousness in L2 acquisition.Processing operations.Communication strategies.Two types of computational mod
16、el【教学重点与难点问题】教学重点: the understanding of some linguistic terms: communication strategies; negative transfer; positive transfer; avoidance; contrastive analysis; speech act; restructuring continuum; noticing; implicit knowledge; explicit knowledge; notice the gap; operating principles教学难点：the understa
17、nding of some linguistic theories【复习参考题】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 unmarked and thus potentially transferable?第七部分 Linguistic Aspects of Interlanguage【教学目的和要求】
18、 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】. Typological universals: relative clauses. Universal grammar. Learnability. The critical period hypothesis. Access to UG. Markedness. Cognitive versus linguistic explanations【教学重点与难点问题】教学重点 the understanding of some terms: a
19、ccessibility hierarchy; universal grammar; poverty of the stimulus; positive evidence; negative evidence; critical period hypothesis教学难点：the understanding of some linguistic theories【复习参考题】1. What do you think older children and adults enjoy a short-lived advantage over children in learning an L2?2.
20、 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】. Language aptitude . Motivation. Learning strategies【教学重点与难点问题】教学重点：the underst
21、anding of some linguistic terms: language aptitude; motivation; instrumental; integrative; resultative; intrinsic; learning strategies教学难点：the understanding of some linguistic theories【复习参考题】1. What exactly are the “two contrasting orientations to language and language learning” that Skehan has in m
22、ind? 2. What alternative view of motivation do Crookes and Schmidt offer?第九部分 Instruction and L2 Acquisition【教学目的和要求】 教学目的：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】.The concept of form-focused instruction and its application in second language acquisition. Learner-instr
23、uction matching. Strategic training. Summary【教学重点与难点问题】教学重点：the understanding of some linguistic terms: teachability hypothesis; production-based instruction; input-based instruction; consciousness-raising教学难点：the understanding of some linguistic theories【复习参考题】1. What do the two experiments that Li
24、ghtbown describes show about the effectiveness of instruction?2. Why are relative clauses an appropriate grammatical structure to test whether “generalization of instruction” takes place?第十部分 Conclusion: Multiple Perspectives in SLA 【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】
25、The multiple-perspectives in SLA【教学重点与难点问题】教学重点: the multiple-perspectives in SLA教学难点: To understand that different types of enquiry that characterize SLA and different types of explanations provided reflect the different purposes of researchers 【复习参考题】Why do you think terminology proliferated in SL
26、A? Do you think Gregg is right to criticize this?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，
27、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: Describing and Explaining L2 Acquisition知识点：1.learner language 2. target language 3. input 4. language aptitude
28、5. case study 6. overuse 7. item learning 8. system learning 9.mentalist 10 .formulas考核目标：1.识记：（1）learner language（2）target language 2.理解：（1）input （2）item learning （3）system learning (4)learners overuse of linguistic forms3.应用：(1)case study (2) formulas (3) item learning (4) system learning第二部分 The
29、Nature of Learner Language知识点：1. errors and mistakes 2. omission 3. overgeneralization 4. transfer 5. global errors 6. local errors 7. silent period 8. acquisition order 9. sequence of acquisition 10. accuracy order 11. transitional constructions 12. U-shaped course of development 13. restructuring
30、14. linguistic context 15. psycholinguistic context 16. form-function mappings 17. fossilization考核目标：1.识记：(1) fossilization (2) free variation (3) omission (4) overgeneralization (5) restructuring 2.理解：（1）accuracy order 2.理解：（1）interaction hypothesis （2）input hypothesis（3）zone of proximal developmen
31、t3.应用：(1)discourse rules (2) negotiation of meaning (3) scaffolding 第六部分 Psycholinguistic Aspects of Interlanguage知识点：1.L1 transfer 2. communication strategies 3.negative transfer 4.positive transfer5. avoidance 6.overuse 7.contrastive analysis 8.speech acts 9.restructuring continuum 10.noticing 11.
32、implicit knowledge 12. explicit knowledge13.notice the gap 14.operating principles 15.dimensional model 16.processing constraints 17.distributed processing考核目标：1识记：(1)negative transfer (2) positive transfer (3) explicit knowledge(4)speech act (5)noticing; 2理解：(1)communication strategies (2) notice t
33、he gap (3)contrastive analysis (4)operating principles (5)implicit knowledge (6) explicit knowledge (7) restructuring continuum;3. 应用：(1) Notice the gap between what they have observed in the input and the current state of their interlanguage as manifested in their own output.(2) communication strat
34、egies第七部分 Linguistic Aspects of Interlanguage知识点：1. universal grammar 2. accessibility hierarchy 3. poverty of the stimulus4. positive evidence 5. negative evidence 6. critical period hypothesis7.markedness考核目标：1识记：(1)accessibility hierarchy (2) positive evidence (3) negative evidence 2理解：(1)univers
35、al grammar (2)poverty of the stimulus (3)critical period hypothesis3应用: (1) accessibility hierarchy (2) critical period hypothesis第八部分 Individual Differences in L2 Acquisition知识点：1.language aptitude 2.motivation: instrumental motivation; integrative motivation; resultative motivation; intrinsic moti
36、vation; 3.learning strategies考核目标：1.识记： (1) instrumental motivation (2)integrative motivation (3)resultative motivation (4)intrinsic motivation;2. 理解：(1)learning strategies (2)language aptitude;3. 应用：(1) instrumental motivation (2) integrative motivation (3) resultative motivation (4) intrinsic moti
37、vation;(5) learning strategies第九部分 Instruction and L2 Acquisition知识点：1. form-focused instruction 2. teachability hypothesis 3. production-based instruction 4. input-based instruction 5. consciousness-raising 6. input flooding 7. learner-instruction matching 考核目标：1识记：(1) production-based instruction
38、(2)input-based instruction (3)input flooding2. 理解：(1)teachability hypothesis (2) consciousness-raising3应用：(1)form-focused instruction (2) production-based instruction(3) input-based instruction (4) consciousness-raising(5)learner-instruction matching第十部分 Conclusion: Multiple Perspectives in SLA知识点：t
39、he multiple-perspectives in SLA考核目标：1识记： the multiple-perspectives in SLA2. 理解： To understand that different types of enquiry that characterize SLA and different types of explanations provided reflect the different purposes of researchers. 3应用： Give some models of L2 acquisition that incorporate the
40、 perspectives we have learned.【样题】I. Decide whether the statements are true (T) or false (F) （每小题 2 分，共 20 分）1. Avoidance is said to take place when specific target language structures are under-represented in the learners production in comparison to native-speakers production.2. Behaviorist learnin
41、g theory of language acquisition emphasize the importance of the innate capacity of the language learner at the expense of environmental 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
42、 in formal language tasks such as reading pairs of words, or doing a grammar test. 4. Aptitude refers to the specific ability a learner 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.
43、Backsliding involves the use of a rule belonging to some late stage of development. It occurs when learners are under some pressure, 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
44、task of communicating meanings for which they lack the requisite linguistic knowledge. 7. Access to comprehensible input may be an unnecessary 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
45、age the brain is no longer able to process language input in this way.9. Error analysis involves collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness. 10. When
46、native speakers address learners, they adjust their normal speech in order to make the speech more formal. . Define the following terms（每小题 3 分，共 30 分）1. learner language2. errors 3. the critical period hypothesis4. complete access5. language aptitude6. poverty of the stimulus7. pidginization8. proc
47、essing constraints9. communication strategies10.careful style Fill in the blanks with the appropriate words（每空 2 分，共 30 分）1. The theory that also draws on the idea of stylistic variation but which is more obviously social is _s accommodation theory. 2. According to Krashen, L2 acquisition depends on
48、 _. 3. Explicit knowledge may help learners to move from intake to acquisition by helping them to _ between what they have observed in the input and the current state of their _ as manifested in their own output. 4. The idea of _. This credits the learner with the ability to perform a number of mental tasks at the same time, for example, the ability to attend to both form and meaning while processing input. 5. Various kinds of motivation have been identified: _, _, _, and _. 6. The Grammar Translation Method and the _ both attempts to te
