《語言習(xí)得與外語教學(xué)》-課程教學(xué)大綱

1、語言習(xí)得與外語教學(xué)課程教學(xué)大綱一、課程基本信息課程代碼：16064402課程名稱：語言習(xí)得與外語教學(xué)英文名稱：Second Language Acquisition and TEFL課程類別：專業(yè)課學(xué) 時：32學(xué) 分：2適用對象：英語語言文學(xué)專業(yè)考核方式：考查先修課程：基礎(chǔ)英語I-III、英語語音、英語語法、英語聽力、英語口語、英語泛讀、英語寫作二、課程簡介語言習(xí)得與外語教學(xué)是為英語語言文學(xué)專業(yè)二年級學(xué)生開設(shè)的專業(yè)選修課。本課程旨在為英語語言文學(xué)專業(yè)的學(xué)生系統(tǒng)概括介紹第二語言習(xí)得研究的不同視角與理論，具體包括母語習(xí)得與二語習(xí)得的關(guān)聯(lián)、對比分析與偏誤分析、習(xí)得順序研究、克拉申的語言監(jiān)控模式、普遍

2、語法與第二語言習(xí)得、第二語言學(xué)習(xí)者個體差異因素、第二語言習(xí)得的認知模式、社會文化理論、語言輸入與互動等。由于第二語言習(xí)得發(fā)展與第二語言教學(xué)密不可分，本課程還將概述主要的外語教學(xué)法流派，并利用案例分析，探討課堂環(huán)境下的第二語言學(xué)習(xí)中存在的問題與對策，幫助學(xué)生思考自己在外語學(xué)習(xí)中遇到的問題。Second Language Acquisition and TEFL is an optional course for sophomores majoring in English Language. It is intended to introduce the students to some mos

3、t important theories in the field of second language acquisition (SLA), including the association between first language acquisition and second language acquisition, contrastive analysis and error analysis, developmental sequence, Krashens Monitor Model, UG approach to SLA, individual differences in

4、 SLA, cognitive approach to SLA, sociocultural theories, the role of language input and interaction in SLA, etc. In addition to outlining basic ideas and claims about second language acquisition from different perspectives, this course will also deal with some most popular approaches and methods in

5、second language teaching, thus helping students to better understand their own problems in L2 learning.三、課程性質(zhì)與教學(xué)目的本課程全面介紹第二語言習(xí)得研究的內(nèi)容、性質(zhì)、所涵蓋的子領(lǐng)域，以及相關(guān)的經(jīng)典理論及研究成果。通過本課程的學(xué)習(xí)，學(xué)生能夠熟悉第二語言習(xí)得研究的歷史、現(xiàn)狀、發(fā)展趨勢以及第二語言習(xí)得與其他研究領(lǐng)域的關(guān)系，掌握從語言、認知、社會文化等方面認識第二語言習(xí)得和使用的過程和規(guī)律，了解課堂環(huán)境下的第二語言學(xué)習(xí)中存在的問題與對策，從而思考自己在外語學(xué)習(xí)中遇到的問題，樹立正確的語言觀，并為今

6、后在第二語言習(xí)得研究領(lǐng)域進一步深入學(xué)習(xí)打下一定的基礎(chǔ)。除此之外，本課程引導(dǎo)學(xué)生將相關(guān)知識融會貫通，結(jié)合外國人學(xué)習(xí)漢語的例子，探索如何更有效地在課堂內(nèi)外傳播漢語語言知識，最終達到以語言為載體，弘揚中華文化的目的。四、教學(xué)內(nèi)容及要求第一章 First Language Acquisition（一） 目的與要求1 To understand the main features of different stages of L1 development;2 To understand Behaviorist views on L1 development;3 To understand Innatis

7、t views on L1 development;4 To understand Interactionist views on L1 development（二） 教學(xué)內(nèi)容 第一節(jié) Child L1 Acquisition1 主要內(nèi)容1) The first three years2) The pre-school years3) The School years2 基本概念和知識點1) Crying2) Cooing3) Babbling4) One-word stage5) Two-word stage /Telegraphic Speech6) Developmental seque

8、nce of grammatical morphemes7) Developmental sequence of negation8) Developmental sequence of question formation9) Metalinguistic awareness3 問題與應(yīng)用（能力要求）1) Child language acquisition researchers have found that children across many cultures tend to have similar kinds of words in the first fifty. What

9、 do you think might be some typical first-learned words in Chinese? Why do you think are these among the first words children learn?2) Think of three or four telegraphic sentences that a young child might produce in Chinese. How are these little sentences similar to those in the adult language? How

10、are they different? 第二節(jié) Explaining L1 Acquisition1 主要內(nèi)容1) Behaviorist viewpoint2) Innatist viewpoint3) Interactionist viewpoint2 基本概念和知識點1) S-R-R2) Poverty-of-the-stimulus argument3) Universal Grammar4) Language Acquisition Device5) The Critical Period Hypothesis3 問題與應(yīng)用（能力要求）1) What is the logical p

11、roblem of language acquisition? How does UG address this problem?2) Can you think of any example in the Chinese context to support the critical period hypothesis? （三） 思考與實踐Imagine a conversation with a frustrated teacher talking about an international student from Africa who is doing very poorly in

12、his science class. The teacher says that the problem cant be a language problem because the student speaks Chinese all the time with his friends. Could you help the teacher understand what might be going on here?（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第二章 Explaining SLA: Contrastive Analysis

13、 and Monitor Theory（一） 目的與要求1 To understand the basic views of contrastive analysis and its limitations2 To understand the five hypotheses of Krashens Monitor Model（二） 教學(xué)內(nèi)容 第一節(jié) Behaviorist perspective on SLA: Contrastive Analysis1 主要內(nèi)容Contrastive Analysis2 基本概念和知識點1) Positive transfer /Negative tran

14、sfer2) Contrastive Analysis Hypothesis 3) Hierarchy of Difficulty3 問題與應(yīng)用（能力要求）1) State the Contrastive Analysis Hypothesis (CAH) and explain why it is often linked to the behaviorist theory. What are its limitations?2) Do you think classroom drills and repetitions have any usefulness in learning an

15、L2? Give your reasons. 第二節(jié) Innatist perspective on SLA: Monitor Theory1 主要內(nèi)容Krashens Monitor Model2 基本概念和知識點1) The acquisition-learning hypothesis（習(xí)得-學(xué)習(xí)假說）2) The monitor hypothesis（語言監(jiān)控假說）3) The natural order hypothesis（學(xué)習(xí)自然順序說）4) The input hypothesis（語言輸入假說）5) The affective filter hypothesis（情感過濾假說

16、）3 問題與應(yīng)用（能力要求）1) What aspects of the Monitor Model make it compatible with an innatist theory of SLA?2) What are the limitations of Krashens theory? Why do you think that Krashens ideas have been so influential in second- and foreign-language education?（三） 思考與實踐Try to recall and describe a grammatic

17、al rule you learned in the classroom or from a book when studying the English language or another foreign language. To what extent do you think the rule was useful when you needed to carry out conversations in that language? Does your experience support Krashens distinction between “acquisition” and

18、 “l(fā)earning”?（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第三章 Explaining SLA: Learning Processes（一） 目的與要求1 To understand some of the basic theories concerning information processing2 To understand some of the basic theories concerning connectionism（二） 教學(xué)內(nèi)容 第一節(jié) Information Processing (IP)1 主要內(nèi)容1) B

19、asic concepts of information processing2) Assumptions about IP approaches2 基本概念和知識點1) Declarative vs. Procedural knowledge2) Controlled vs. Automatic processing3) Restructuring4) U-shaped learning5) The Noticing Hypothesis6) The Competition Model3 問題與應(yīng)用（能力要求）1) Explain the difference between declara

20、tive knowledge and procedural knowledge. How does the former get converted into the latter? How does this contrast with Krashens learning/acquisition hypothesis?2) What explanation is given for apparent bursts of knowledge or backsliding observed in a learners performance? Have you experienced this

21、in your language learning experience? 第二節(jié) Connectionism1 主要內(nèi)容Assumptions about connectionism2 基本概念和知識點1) Chunks2) Strength between the connections3) Probabilistic patterns of grammatical and morphological regularities3 問題與應(yīng)用（能力要求）1) Why do connectionists have an easier time accounting for the acquis

22、ition of formulaic chunks than for the acquisition of complex syntactic structures? 2) Do you think that the braincomputer analogy is a useful metaphor for understanding SLA?（三） 思考與實踐Compare and contrast the role of the environment in the behaviorist, innatist, and cognitive perspectives. Which is c

23、losest to your own view?（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第四章 Explaining SLA: The Role of Interaction in SLA（一） 目的與要求1 To understand interactionist views on SLA2 To understand sociocultural views on L2 development（二） 教學(xué)內(nèi)容 第一節(jié) The Interaction Hypothesis1 主要內(nèi)容1) Interactionist perspectiv

24、e on L1 acquisition2) Modified input in SLA3) Negotiation of meaning4) The role of negotiation in language learning2 基本概念和知識點1) Child-directed speech2) Foreigner talk3) Comprehension check / Confirmation check / Clarification request / Suggesting an answer / Recasts4) The Interaction Hypothesis3 問題與

25、應(yīng)用（能力要求）1) It is claimed that face-to-face interaction is not absolutely necessary for second language acquisition. What do you think? Support or refute this claim based on your own experience.2) In what way are proponents of the interactionist position in SLA in agreement with Krashens monitor mode

26、l? In what way do they go beyond it? 第二節(jié) The Sociocultural Theory (SCT)1 主要內(nèi)容1) Main beliefs of sociocultural theory and its development2) SCT perspective on SLA2 基本概念和知識點1) zone of proximal development (ZPD)2) scaffolding3 問題與應(yīng)用（能力要求）What is the difference in emphasis between Vygotskys zone of prox

27、imal development (ZPD) and Krashens i+1? More broadly, how is sociocultural theory different from the interactionist hypothesis?（三） 思考與實踐Considering your own learning, or the learning of someone you know well, do you believe in scaffolding and the Zone of Proximal Development? Describe examples in y

28、our own life when you are the learner in need of scaffolding, and when you are the more advanced learner or teacher providing a learner with more opportunity for development.（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第五章 Individual Differences in SLA: Intelligence, Aptitude, Learning Styles and

29、 Personality（一） 目的與要求1 To understand the role intelligence plays in SLA;2 To understand how aptitude may affect SLA;3 To understand how learning styles may vary among individual L2 learners;4 To understand in what way L2 learners personalities may affect their SLA（二） 教學(xué)內(nèi)容 第一節(jié) Intelligence and Aptitu

30、de1 主要內(nèi)容1) Major components of aptitude and their main features2) Modern Language Aptitude Test (MLAT)2 基本概念和知識點1) Phonemic/Phonetic coding ability2) Grammatical sensitivity3) Inductive language learning ability4) Associative memory capacity5) Modern Language Aptitude Test (MLAT)3 問題與應(yīng)用（能力要求）1) What

31、 aspects of L2 ability do you think are related to language learners performance on IQ tests?2) What lessons can language teachers learn from the research on language aptitude and L2 instruction? 第二節(jié) Learning Styles and Personality1 主要內(nèi)容1) Perceptually based learning styles2) Some cognitive styles t

32、hat have been explored2 基本概念和知識點1) Visual (視覺型) learners / Auditory (聽覺型) learners / Kinesthetic (動覺型) learners2) Field independence vs. Field dependence3) Extroversion vs. Introversion4) Inhibition5) Anxiety3 問題與應(yīng)用（能力要求）1) Do you think differences in learning styles should affect the way L2 teacher

33、s teach? If so, how? 2) What can we learn from research about the relationship between L2 learning and personality?（三） 思考與實踐Based on what you read in this chapter, do you think that there is an ideal way to teach/learn a language?（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第六章 Individual Differe

34、nces in SLA: Motivation/Attitudes and Age（一） 目的與要求1 To understand how motivation affects SLA;2 To understand the role of age in SLA（二） 教學(xué)內(nèi)容 第一節(jié) Motivation and attitudes1 主要內(nèi)容1) Possible conditions for motivation2) Different types of motivation3) Effects of motivation on SLA4) Pedagogical practices i

35、n relation to motivation2 基本概念和知識點1) Integrative motivation (融合型動機) vs. Instrumental motivation (工具型動機)2) Intrinsic motivation (內(nèi)在動機) vs. Extrinsic motivation (外在動機)3 問題與應(yīng)用（能力要求）1) Think of an example of a member of a majority group learning the language of a minority group and one of a member of a

36、minority group learning a majority groups language. How might the power relationships between groups of speakers affect the attitudes of language learners? How might the status of the languages affect opportunities for learning?2) Integrative and instrumental motivation can both play a role in the d

37、esire to learn an L2. How have these two kinds of motivation influenced your L2 learning? If you have learned more than one L2, is it different depending on the L2 in question? 第二節(jié) Age1 主要內(nèi)容1) Age differences in SLA2) Age and second language instruction2 基本概念和知識點1) The Critical Period Hypothesis (CP

38、H)2) At what age should L2 instruction begin?3 問題與應(yīng)用（能力要求）1) Based on your personal experience, what do you think of the Critical Period Hypothesis? Do you know others whose experiences would support or refute it?2) It is postulated that younger learners are probably more successful in informal and

39、naturalistic learning contexts, and older learners are more successful in formal instructional settings. Do you agree or disagree? Give your reasons.（三） 思考與實踐1) Which individual characteristic do you consider to be the most important in L2 learning? Is your judgement based on your own personal exper

40、ience or observations of other learners? Can you provide examples? 2) What are the particular challenges in motivating students in schools and how can they be addressed?（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第七章 Learner Language（一） 目的與要求1 To understand the major procedures of error analysis

41、 and its limitations;2 To understand the main features of interlanguage;3 To understand the main features of developmental sequence（二） 教學(xué)內(nèi)容 第一節(jié) Error analysis and Interlanguage1 主要內(nèi)容1) Definition of error2) Major sources of error3) Definition of interlanguage4) L1 influence on interlanguage2 基本概念和知識

42、點1) Mistake vs. Error2) Interlingual errors (語際偏誤) vs. Intralingual errors (語內(nèi)偏誤)3) Fossilization4) Transfer / Cross-linguistic influence3 問題與應(yīng)用（能力要求）1) What was an important difference between the error analysis approach to understanding L2 learner language and the contrastive analysis approach?2)

43、How are the errors made by adult L2 learners similar to those made by child L1 learners? In what ways are the errors different? How might you explain the similarities and differences? 第二節(jié) Developmental sequences1 主要內(nèi)容1) Main features of developmental sequence2) Studies of different aspects of develo

44、pmental sequences2 基本概念和知識點1) Development of grammatical morphemes2) Development of negation3) Development of questions4) Development of relative clauses5) Development of reference to past3 問題與應(yīng)用（能力要求）1) Why do second language learners from different backgrounds appear to pass through similar develo

45、pmental stages?2) 3 An L2 learner, in speaking about his brother, tells you he dont eat meat. What stage of negation would he be at: Stage 2 or Stage 3? What evidence would you need to have confidence in your assessment?（三） 思考與實踐When learning a grammatical pattern in an L2 that is similar to one in

46、your L1, what might be more difficult to notice (1) that you can use this pattern in a new way that is different from its use in L1 or (2) that you cant use it in one of the ways you would use it in the L1? Why?（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第八章 L2 Learning and Teaching in the Class

47、room（一） 目的與要求1 To understand the distinctive features of natural L2 learning and instructed L2 learning;2 To understand some typical pedagogical features that can be observed in L2 clasrooms（二） 教學(xué)內(nèi)容 第一節(jié) Natural L2 learning vs. Instructed L2 learning1 主要內(nèi)容1) Main features of structure-based instructi

48、on and communication-based instruction2) Approaches to classroom research2 基本概念和知識點1) Structure-based instruction vs. Communication-based instruction2) The effect of formal instruction on SLA3 問題與應(yīng)用（能力要求）1) Many believe that language learning in a natural setting is more effective. This belief may b

49、e based on the fact that most successful learners have had experience using the language outside the classroom. Do you agree that natural L2 learning is more effective than instructed L2 learning? Give your reasons.2) Based on your own experiences, what do you consider to be the most important diffe

50、rences between structure-based and communicative L2 instruction where teacherstudent interaction is concerned? 第二節(jié) Some specific pedagogical features in L2 classrooms1 主要內(nèi)容1) Question types2) Six types of corrective feedback3) Uptake2 基本概念和知識點1) Display question vs. Genuine question2) Closed questio

51、n vs. Open question3) Explicit correction / Recasts / Clarification requests / Metalinguistic feedback / Elicitation / Repetition4) Findings about corrective feedback3 問題與應(yīng)用（能力要求）1) What type(s) of question do you prefer your teachers to use in classrooms? Give your reasons.2) Do you think your teac

52、hers use a range of different feedback types in the classroom? Do you prefer them to use a particular type of corrective feedback?3) What type(s) of corrective feedback in classrooms is/are most likely to help you notice your erroneous use of L2?（三） 思考與實踐Give two examples of cultural differences bet

53、ween Western-style classrooms and non-Western learning contexts (from the textbook or from your own experience/reading) that might affect second language learning success.（四） 教學(xué)方法與手段采取課堂講授、討論與回答問題相結(jié)合的教學(xué)方法，使用多媒體、網(wǎng)絡(luò)等教學(xué)手段。第九章 Popular Ideas about Language Learning（一） 目的與要求1 To make judgments on some pop

54、ular ideas about L2 learning;2 To use relevant theories on SLA to comment on these popular ideas （二） 教學(xué)內(nèi)容 第一節(jié) Commenting on popular ideas 1 to 81 主要內(nèi)容1) Languages are learned mainly through imitation.2) Parents usually correct young children when they make grammatical errors.3) Highly intelligent pe

55、ople are good language learners.4) The most important predictor of success in second language acquisition is motivation.5) The earlier a second language is introduced in school programmes, the greater the likelihood of success in learning.6) Most of the mistakes that second language learners make ar

56、e due to interference from their first language.7) Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going on to another.8) Teachers should teach simple language structures before complex ones.2 基本概念和知識點1) Behaviorism; Poverty-of-the-st

57、imulus argument; Overgeneralization2) Developmental sequences; Fossilization3) The role of intelligence in L2 learning4) The role of motivation in L2 learning5) When should L2 instruction begin?6) Error analysis7) Restructuring in interlanguage development8) Developmental sequences3 問題與應(yīng)用（能力要求） 第二節(jié) Commenting on popular ideas 9-151 主要內(nèi)容1) Learners errors should be corrected as soon as th