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第二语言习得与外语学习2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

d丁言仁著著
出版社：上海：上海外语教育出版社
ISBN：7810950282
出版时间：2004
标注页数：256页
文件大小：100MB
文件页数：40074991页
主题词：第二语言－外语教学－教学研究－英文

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图书目录

Chapter One Puzzles in SLA1

1.1 A Recent Acronym1

1.2 SLA as a Field of Learning3

1.3 Issues for Exploration5

1.3.1 Description6

1.3.2 Explanation8

1.3.2.1 External Factors8

1.3.2.2 Internal Factors10

1.4 The Organization of This Book12

1.5 The Use of This Book15

Chapter Two The Influence of Behaviorism17

2.1 The“Interference”of L117

2.1.1 Pronunciation18

2.1.2 Syntax21

2.1.3 Semantics and Pragmatics22

2.2 The Behaviorist Understanding of SLA24

2.2.1 “Rat Psychology”24

2.2.2 The Audio-Lingual Method26

2.3 Contrastive Analysis28

2.3.1 Its Strong Form and Weak Form28

2.3.2 Decline in Popularity29

2.4 Criticism from Empirical Research32

2.5 Conclusion35

Chapter Three The“Chomskyan Revolution”39

3.1 Introduction39

3.2 Chomskyan Linguistics39

3.2.1 Response to Behaviorism39

3.2.2 ABC of Universal Grammar40

3.2.3 The Innateness Hypothesis42

3.2.4 The Hypothesis-Testing Hypothesis44

3.2.5 A Simple Chronology45

3.3 Criticisms of Chomskyan Linguistics47

3.3.1 Piaget's Debate with Chomsky47

3.3.2 The Criticisms That Never Go Away48

3.4 Interlanguage Hypothesis51

3.4.1 The Coining of the Word51

3.4.2 Insights from FLA Research53

3.5 Error Analysis55

Chapter Four Natural Order and Comprehensible Input61

4.1 Introduction61

4.2 Natural Order Hypothesis61

4.3 Morpheme Studies and Their Findings63

4.3.1 Finding the Acquisition Sequence63

4.3.2 Some Specific Findings64

4.3.3 Pienemann's Study66

4.4 Problems with Error Analysis and Morpheme Studies72

4.5 Comprehensible Input Hypothesis75

4.5.1 The“i＋1”Theory75

4.5.2 Flaws in Krashen78

Chapter Five Variability in Performance and Acquisition82

5.1 Introduction82

5.2 Variability in L1 Use82

5.2.1 Labov vs. Chomsky82

5.2.2 Social Dialects of New Yorkers85

5.3 Variability in L2 Learner Language87

5.3.1 Rod Ellis Study(1987)88

5.3.2 Foster and Skehan Study(1996)92

5.4 Role of Variability in SLA94

5.5 Learner Variation97

5.5.1 Age98

5.5.2 Cognitive Style101

5.5.3 Personality104

5.5.4 Attitudes and Motivation105

5.5.5 Aptitude106

5.6 Research into the Origin of Aptitude: A Conclusion108

Chapter Six Input and Interaction114

6.1 Introduction114

6.2 Terminology114

6.3 Input and Interaction in L1 Acquisition117

6.4 Input and Interaction in Natural Settings120

6.4.1 Foreigner Talk120

6.4.2 The FT Controversy121

6.4.3 Ways of Meaning Negotiation123

6.5 Input and Interaction in Classroom Settings125

6.6 Effects of Input and Interaction on SLA129

6.6.1 The Frequency Hypothesis129

6.6.2 The Vertical Constructions130

6.6.3 The Learning of Formulaic Sequences132

6.6.4 The Interaction Hypothesis133

6.7 Criticism of the Interaction Hypothesis135

6.8 Swain's Output Hypothesis139

6.9 Empirical Studies on the Role of Interaction141

6.9.1 Studies by Rod Ellis et al.(1994,1995)142

6.9.2 The Lyster and Ranta Study(1997)144

Chapter Seven Learner Strategies149

7.1 Introduction149

7.2 Difficulty with Definition149

7.3 Production Strategies152

7.3.1 Planning and Monitoring152

7.3.2 The Strategy of Using Formulaic Language153

7.4 Communication Strategies157

7.4.1 Achievement Strategies159

7.4.2 Reduction Strategies164

7.4.3 Some Comments165

7.5 Learning Strategies166

7.6 The Role of Memorization Strategies171

Chapter Eight Noticing the Native Speaker Selection176

8.1 Introduction176

8.2 The Noticing Hypothesis176

8.2.1 Background176

8.2.2 Explaining the“Wes Phenomenon”178

8.2.3 The Use of Compensatory Strategy182

8.3 Effects of the Noticing Hypothesis183

8.3.1 The Role of Instruction183

8.3.2 Impact on Empirical Research187

8.4 Noticing the Native Speaker Selection189

8.5 A New Model of Language194

Chapter Nine Developing L2 Literacy: Reading202

9.1 Introduction202

9.2 Mainstream Approaches to Literacy Development203

9.2.1 Reading by Ear or by Eye203

9.2.2 The Bottom-Up Model205

9.2.3 The Top-Down Model207

9.2.4 The Interactive Model208

9.2.5 Influence on L2 Reading Instruction209

9.3 Post-Modernist Approaches:Recent Development213

9.3.1 Critical Literacy213

9.3.2 Reader-Response Theory216

9.4 Reading for Meaning vs.Reading for L2 Learning218

Chapter Ten Developing L2 Literacy: Writing222

10.1 Introduction222

10.2 L2 Writing:Process and Product Approaches222

10.3 L2 Writing as Compared to L1 Writing226

10.4 The Bandwagon of Contrastive Rhetoric228

10.4.1 Culture-Dependent“Thought Patterns”228

10.4.2 Problems with the Research230

10.4.3 Causes of L2 Rhetorical Problems234

10.4.4 Attraction to Learners and Teachers236

10.5 Developing L2 Literacy Skills238

10.5.1 Inadequacy of the Pipeline Model238

10.5.2 Writing as Reader240

References243

Index249