21世紀英語專業(yè)系列教材：第二語言習得導論（英文版）
定 價：29 元
叢書名：21世紀英語專業(yè)系列教材
- 作者：沈昌洪 ，劉喜文 ，季忠民 著
- 出版時間：2010/6/1
- ISBN：9787301171356
- 出 版 社：北京大學出版社
- 中圖法分類：H003
- 頁碼：229
- 紙張：膠版紙
- 版次：1
- 開本：16開
《第二語言習得導論（英文版）》以章節(jié)的形式論述國外“第二語言習得”領(lǐng)域近半個世紀以來的研究歷程。全書既全面、詳細地介紹語言習得的理論創(chuàng)建與發(fā)展、兒童母語習得過程、二語／外語學習理論以及二語課堂教學研究等方面的成果，又綜合、客觀地反映認知學、心理學、社會文化學等領(lǐng)域?qū)Φ诙Z言習得與發(fā)展的不同視角與觀點。
本教材適合高等院校英語專業(yè)本科生、研究生以及中小學英語教師學習和使用。
北京大學出版社自2005年以來已出版《語言與應(yīng)用語言學知識系列讀本》多種，為了配合第十一個五年計劃，現(xiàn)又策劃陸續(xù)出版《2l世紀英語專業(yè)系列教材》。這個重大舉措勢必受到英語專業(yè)廣大教師和學生的歡迎。
作為英語教師，最讓人揪心的莫過于聽人說英語不是一個專業(yè)，只是一個工具。說這些話的領(lǐng)導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)的學生多多開設(shè)諸如新聞、法律、國際商務(wù)、經(jīng)濟、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)，學生投入英語學習的時間少了，掌握英語專業(yè)課程知識甚微，即使對四個技能的掌握也并不比大學英語學生高明多少，而那個所謂的第二專業(yè)在有關(guān)專家的眼中只是學到些皮毛而已。
英語專業(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)導關(guān)于創(chuàng)新是一個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)學生具有自主學習能力和能進行創(chuàng)造性思維是我們更為重要的戰(zhàn)略目標，使英語專業(yè)的人才更能適應(yīng)21世紀的需要，迎接21世紀的挑戰(zhàn)。
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
1.7.1 SLA and FLA
1.7.2 Acquisition versus Learning
i.7.3 Input versus Intake
1.7.4 Implicit versus Explicit Learning
1.7.5 Incidental versus Intentional Learning
1.7.6 Instructed versus Non-instructed SLA
1.8 Conclusion
Points for Thinking
Further Reading
Chapter 2 Views on Language， Learning and Learner
2.1 Views on the Nature of Language
2.1.1 Phonetics and Phonology
2.1.2 Syntax
2.1.3 Morphology
2.1.4 Semantics
2.1.5 Pragmatics
2.2 Views of the Language Learning Process —— L 1 versus L2
2.2.1 Childrens Acquisition of Lexicon
2.2.2 Childrens Acquisition of Syntax
2.2.3 Childrens Acquisition of Phonology
2.2.4 Childrens Acquisition of Semantics and Pragmatics
2.3 Views of the Second Language Learner
2.3.1 The Learner as Language Processor
2.3.2 Differences between Individual Learners
2.3.3 Cognitive Factors
2.3.4 Affective Factors
2.3.5 The Learner as Social Being
2.3.6 Links with Social Practice
2.4 Conclusion
Points for Thinking
Further Reading
Chapter 3 An Introduction to Language Acquisition
3.1 Introduction
3.2 Developmental Patterns in L I Acquisition
3.2.1 A General Outline of English Acquisition as L1
3.2.2 Positive and Negative Reinforcements in Childrens L1 Acquisition
3.2.3 Beneficial Views from Childrens L1 Acquisition
3.3 The Controversy between Behaviorist and Mentalist Models
3.4 Developmental Patterns in L2 Acquisition
3.4.1 Early Stages
3.4.2 Formulaic Speech
3.4.3 Structural and Semantic Simplification
3.4.4 The Hypothesis of L1 & 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）
4.2.1 Behavioristic View of Learning —— Habit Formation
4.2.2 Contrastive Analysis
4.2.3 Behaviorism and CA for Language Teaching
4.2.4 Behaviorism under Attack
4.3 The Following-up Studies in 1970s and 1980s
4.3.1 The Birth of Error Analysis and Interlanguage
4.3.2 Krashen and His Monitor Model
4.3.3 Schumanns Pidginization or Acculturation Model
4.4 The Recent Studies on L2A （beyond 1990s）
4.4.1 The Developmental Patterns in Language Acquisition
4.4.2 Different Roles Found in Language Acquisition
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
5.2.1 Chomsky and His UG Theory
5.2.2 What Constitutes Knowledge of Language?
5.2.3 How does UG Relate to Language Acquisition?
5.2.4 How is Knowledge of Language Put to Use?
5.3 Arguments from First Language Acquisition
5.3.1 Characteristics of First Language Acquisition
5.3.2 Language Acquisition and Intelligence
5.3.3 Language Impairment and Human Brain Damage
5.3.4 Conclusion
5.4 What Does UG Consist of?.
5.4.1 Principles and Parameters Theory in UG
5.4.2 UG Principles
5.4.3 UG Parameters
5.5 Evaluation of UG-based Approaches to SLA
5.5.1 The Scope and Achievements of the UG Approach
5.5.2 The UG View of Language
5.5.3 The UG View of Language Acquisition
5.5.4 The UG View of the Language Learner
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
6.3.1 Information-processing Models of L2 Learning
6.3.2 McLaughlin s Information-processing Model
6.3.3 Andersons Active Control of Thought （ACT） Model
6.3.4 Application of ACT to Learning Strategies
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 Teachers 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
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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