第二語言習得研究概況（當代國外語言學與應用語言學文庫）
定 價：47.9 元
叢書名：當代國外語言學與應用語言學文庫
- 作者：[英] 弗里曼（DianeLarsen-Freeman），[英] 朗（MichaelH.Long） 著
- 出版時間：2000/8/1
- ISBN：9787560020105
- 出 版 社：外語教學與研究出版社
- 中圖法分類：H003
- 頁碼：403
- 紙張：
- 版次：1
- 開本：16開
Understanding how people learn and fail to learn second and foreign languages is increasingly recognized as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people， ranging from refugees to college students facing foreign language requirements. An Introduction to Second Language Acquisition Research provides a synthesis of empirical findings on second and foreign language learning by children and adults. emphasising the desing and execution of appropriate research. The book assumes no prior knowledge of SLA. and introduces major topics such as the scope of SLA research. research methodology for gathering and analysing data， the history and development of SLA research and substantive findings on interlanguage development. explanations for success and failure， the role of theory in social science， current theories of SLA. and the effects of formal instruction on language learning. The volume also includes an extensive bibliography and suggestions for further reading， as well as discussion questions and problems to accompany each chapter. An Introduction to Second Language Acquisition Researc is a comprehensive， yet highly accessible study which will prove invaluable for language teachers and teachers in raining， as well as discusion questions and problems to accompany each chapter. An Introduction to Second Language Acquisition Research is a comprehensive， yet highly accessible study which will prove invaluable for language teachers and teachers in training， as well as students in applied linguistics， linguistics， psychology， psycholinguistics and foreign language education. Diane Larsen-Freeman is a Senior Faculty Member in the MAT Program at the Sehool of International Training.Vermont. USA and Michael H. Long is Professor of English as a Second Language， at the University of Hawaii，USA.
近年來，國際交往日益頻繁，國際貿(mào)易急速發(fā)展，出現(xiàn)了一種前所未有的現(xiàn)象：學外語、教外語、用外語的人多了；研究語言學和應用語言學的人多了；開設這方面專業(yè)的高校也多了，語言學碩士生和博士生也多了。就是不以此為專業(yè)，學習語言學和應用語言學的也不乏其人。為了給從事這個專業(yè)的師生提供便利，同時又幫助一般外語教師、涉外工作者以及漢語研究者開闊思路，擴大視野，提高效率，我們獻上這套內(nèi)容嶄新而豐富的叢書——英文版《當代國外語言學與應用語言學文庫》。
文庫首批推出54部外國英文原著，它覆蓋了語言學與應用語言學26個分支學科。這批書是我們與各地有關(guān)專家教授反復研究之后精選出來的。出版這樣大規(guī)模的語言學與應用語言學叢書，這在我國語言學界和外語教學界是破天荒第一次。
我們這樣做，抱著什么希望呢？總的說來，是遵循教育部關(guān)于加強一級學科教育的指示，在世紀之交，推出一套書來給中國的外語教育領(lǐng)航，同時也給一般外語工作者和漢語研究者提供信息，拓寬思路。
Preface by Hallday
General Editors Preface
Authors Preface
Acknowledgements
1 Introduction
1.1 The place of second language in the world today
1.2 Why study second language acquisition?
1.3 Development of the field of study of second language acquisition
1.4 The scope of second lanb， uage acquisition research
Notes
Activities
Suggestions for further reading
2 Second language acquisition research methodology
2.1 Introduction
2.2 Qualitative versus quantitative methodologies
2.2.1 Introspection
2.2.2 Participant observatiorf
2.2.3 Non-participant observation
2.2.4 Focused description
2.2.5 Pre-experiment
2.2.6 Quasi-experimem
2.2.7 Experiment
2.3 Setting
2.4 Instrumentation： production data elicitation
2.5 Variability problem
2.6 Instrumentation： intuitional data elicitation
2.7 Instrumentation： use of miniature，languages
2.8 Instrumentation： affective variables
2.9 Instruments from other disciplines
2.10 Measuring learner performance
2.10.1 Defining language proficiency
2.10.2 Defining an acquisition point
2.10.3 Taskversus test
2.10.4 An index of development
2.11 Conclusion
Notes
Activities
Suggestions for further reading
3 SLA： Types of data analysis
3.1 Introduction
3.2 Contrastive analysis
3.2.1 The contrastive analysis hypothesis
3.2.2 Language acquisition as habit formation
3.2.3 The CAH refuted
3.3 Error analysis
3.3.1 Strong versus weak Versions of the CAH
3.3.2 Language acquisition as rule formation
3.3.3 Interlingual versus intralingual errors
3.3.4 Interlanguage
3.3.5 Error analysis criticized
3.4 Performance analysis
3.4.1 Morpheme studies
3.4.2 Developmental sequence
3.4.3 Learner strategies
3.4.4 The acquisition of forms and functions
3.4.5 Formulaic utterances
3.5 Discourse analysis
3.5.1 Conversational analysis
3.5.2 Other applications of discourse analysis
3.6 Conclusion
Notes
Activities
Suggestions for further reading
4 Interlanguage studies： Substantive fmdings
4.1 Introduction
4.2 ILs vary systematically
4.2.1 Free variation
4.2.2 Systematic vatriability
4.2.3 Variability resulting from amount of attention
4.2.4 Free variation as an impetus for development
4.2.5 Multiple explanations for variability
4.3 ILs exhibit common acquisition orders and developmental sequences
4.3.1 Acquisition order： morpheme studies
4.3.2 Developmental sequence： interrogatives
4.3.3 Developmental sequence： negation
4.4 ILs are influenced by the learners L1
4.4.1 The effect of the L1 on SLA： how
4.4.2 The effect of the L1 on SLA： when (markedness)
4.4.3 The effect of the L1 on SLA： when (perceived transferability)
Notes
Activities
Suggestions for further reading
5 The linguistic environment for language acquisition
5.1 Linguistic input for first language acquisition
5.2 Linguistic input for second language acquisition
5.2.1 Linguistic adjustments to non-native speakers
5.2.2 Conversational adjustments to non-native speakers
5.3 Does the linguistic environment make a difference?
5.3.1 The effect of deviant input
5.3.2 The role of conversation in developing syntax
5.3.3 Input frequency-accuracy order relationships
5.3.4 Input modification and second languagecomprehension
5.3.5 Comprehensible input and second language
acquisition
Notes
Activities
Suggestions for further reading
6 Explanations for differential success among second language learners
6.1 Introduction
6.2 Age
6.2.1 Studies of age and SLA
6.2.2 Explanations for age-related differences
6.3 Aptitude
6.4 Social-psychological factors
6.4.1 Motivation
6.4.2 Attitude
6.5 Personality
6.6 Cognitive style
6.7 Hemisphere specialization
6.8 Learning strategies
6.9 Other factors
6.10 Conclusion
Notes
Activities
Suggestions for further reading
7 Theories in second language acquisition
7.1 Introduction
7.2 Theory construction and social science
7.2.1 The role of theories in making research cumulative
7.2.2 Purposes a~d types of theory
7.3 Nativist theories of SLA
7.3.1 General characteristics
7.3.2 Chomskys Universal Grammar and SLA
7.3.3 A critique of language-specific nativist theories
7.3.4 Krashens Monitor Theory
7.3.5 A critique of Monitor Theory
7.4 Environmentalist theories of SLA
7.4.1 General characteristics
7.4，2 Schumanns Pidginization Hypothesis and Acculturation Model
7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model
7.5 Interactionisttheories of SLA
7.5.1 General characteristics
7.5.2 Givons Functional-Typological Theory and SLA
7.5.3 A critique of Givons theory in SLA research
7.5.4 The ZISAs groups Multidimensional Model
7.5.5 A critique of the Multidimensional Model
7.6 Conclusion： the state of SLA theories
7.6.1 Comparing and evaluating theories
7.6.2 A note of caution
Notes
Activities
Suggestions for further reading
8 Instructed second language acquisition
8.1 Introduction
8.2 Early research on the effect of instruction， and some claimed implications
8.3 The effect of instruction on accuracy orders and developmental sequences
8.4 The effect of instruction on acquisition processes
8.5 The effect of instruction on rate of acquisition
8.6 The effect of instruction on the level of ultimate SL attainment
8.7 Conclusion
8.8 Explanations
8.9 Researching instructional design features
Notes
Activities
Suggestions for further reading
Epilogue
Bibliography
Index
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