第二语言习得研究概况2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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1 Introduction1

1.1 The place of second language in the world today1

1.2 Why study second language acquisition？2

1.3 Development ofthe field of study ofsecond language acquisition5

1.4 The scope ofsecond language acquisition research6

Notes7

Activities8

Suggestions for further reading9

2 Second language acquisition research methodology10

2.2 Qualitative versus quantitative methodologies10

2.1 Introduction10

Preface by Hallday11

Contents11

王宗炎序12

2.2.1 Introspection15

2.2.2 Participant observation15

导读15

2.2.3 Non-participant observation16

2.2.4 Focused description17

2.2.5 Pre-experiment19

2.2.6 Quasi-experiment20

2.2.7 Experiment20

2.3 Setting24

2.4 Instrumentation：production data elicitation26

2.5 Variability problem30

2.6 Instrumentation：intuitional data elicitation33

2.7 Instrumentation：use ofminiature languages35

2.8 Instrumentation：affective variables35

General Editor's Preface36

2.9 Instruments from other disciplines37

2.10 Measuring learner performance38

2.10.1 Defining language proficiency38

Authors'Preface F39

2.10.2 Defining an acquisition point40

2.10.3 Task versus test41

2.10.4 An index ofdevelopment42

Acknowledgements42

2.11 Conclusion44

Notes45

Activities46

Suggestionsforfurther reading50

3 SLA：Typesofdataanalysis52

3.1 Introduction52

3.2 Contrastiveanalysis52

3.2.1 The contrastive analysis hypothesis53

3.2.2 Language acquisition as habit formation55

3.2.3 The CAH refuted55

3.3 Erroranalysis56

3.3.1 Strong versus weak versions of the CAH56

3.3.2 Language acquisition as rule formation57

3.3.3 Interlingual versus intralingual errors58

3.3.4 Interlanguage60

3.3.5 Erroranalysis criticized61

3.4 Performanceanalysis62

3.4.1 Morpheme studies62

3.4.2 Developmental sequence63

3.4.3 Learner strategies65

3.4.4 The acquisition offorms and functions68

3.4.5 Formulaic utterances68

3.5 Discourseanalysis69

3.5.1 Conversational analysis70

3.5.2 Other applications ofdiscourse analysis71

3.6 Conclusion73

Notes74

Activities75

Suggestionsforfurtherreading80

4.2 ILs vary systematically81

4.2.1 Freevariation81

4.1 Introduction81

4 Interlanguage studies：Substantive findings81

4.2.2 Systematic variability82

4.2.3 Variability resulting from amount of attention84

4.2.4 Free variation as an impetus for development85

4.2.5 Multiple explanations for variability86

4.3 ILs exhibit common acquisition orders and developmental sequences88

4.3.1 Acquisition order：morpheme studies88

4.3.2 Developmental sequence：interrogatives92

4.3.3 Developmental sequence：negation94

4.4 ILs are influenced by the learner's L196

4.4.1 The effect of the L1 on SLA：how97

4.4.2 The effect of the L1 on SLA：when（markedness）101

4.4.3 The effect of the L1 on SLA：when（perceived transferability）103

Notes107

Activities108

Suggestions for further reading112

5 The linguistic environment for language acquisition114

5.1 Linguistic input for first language acquisition114

5.2 Linguistic input for second language acquisition116

5.2.1 Linguistic adjustments to non-native speakers117

5.2.2 Conversational adjustments to non-native speakers120

5.3 Does the linguistic environment make a difference？128

5.3.1 The effect of deviant input129

5.3.2 The role of conversation in developing syntax130

5.3.3 Input frequency-accuracy order relationships132

5.3.4 Input modification and second language comprehension134

5.3.5 Comprehensible input and second language acquisition139

Notes144

Activities145

Suggestions for further reading152

6.1 Introduction153

6 Explanations for differential success among second language learners153

6.2 Age154

6.2.1 Studies of age and SLA155

6.2.2 Explanations for age-related differences163

6.3 Aptitude167

6.4 Social-psychological factors172

6.4.1 Motivation173

6.4.2 Attitude175

6.5 Personality184

6.6 Cognitive style192

6.7 Hemisphere specialization197

6.8 Learning strategies199

6.9 Otherfactors203

6.10 Conclusion206

Notes215

Activities216

Suggestions for further reading218

7 Theories in second language acquisition220

7.1 Introduction220

7.2.1 The role oftheories in making research cumulative221

7.2 Theory construction and social science221

7.2.2 Purposes and types oftheory222

7.3 Nativist theories ofSLA227

7.3.1 General characteristics227

7.3.2 Chomsky's Universal Grammar and SLA228

7.3.3 A critique of language-specific nativist theories235

7.3.4 Krashen's Monitor Theory240

7.3.5 A critique ofMonitor Theory245

7.4.1 General characteristics249

7.4 Environmentalist theories of SLA249

7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model251

7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model258

7.5 Interactionist theories of SLA266

7.5.1 General characteristics266

7.5.2 Givon's Functional-Typological Theory and SLA267

7.5.3 A critique ofGivon's theory in SLA research269

7.5.4 The ZISA's group's Multidimensional Model270

7.5.5 A critique ofthe Multidimensional Model283

7.6 Conclusion：the state of SLA theories287

7.6.1 Comparing and evaluating theories287

7.6.2 A note of caution289

Notes290

Activities293

Suggestions for further reading296

8 Instructed second language acquisition299

8.1 Introduction299

8.2 Early research on the effect ofinstruction，and some claimed implications300

8.3 The effect of instruction on accuracy orders and developmental sequences304

8.4 The effect of instruction on acquisition processes309

8.5 The effect of instruction on rate ofacquisition312

8.6 The effect of instruction on the level ofultimate SL attainment315

8.7 Conclusion321

8.8 Explanations322

8.9 Researching instructional design features325

Notes327

Activities328

Suggestions for further reading330

Epilogue332

Bibliography334

Index394

文库索引399