应用语言学课程教学大纲

《应用语言学》课程教学大纲课程代码：ENGL2049课程类别：专业选修课授课对象：英语、英语师范专业开课学期：秋（第7学期）学分： 2主讲教师：王宇指定教材：1.《应用语言学》（第二版），乐眉云主编，南京师范大学出版社，2004年。

2.《第二语言习得研究与外语学习》，丁言仁，上海外语教育出版社，2004年。

教学目的（含课程内容和考核方式）应用语言学有狭义和广义之分。

狭义的应用语言学专指语言教学，特别是指第二语言教学或外语教学。

广义的应用语言学则涵盖所有与语言和语言学应用有关的学科，包括第二语言习得、社会语言学、心理语言学、神经语言学等等。

本课程将重点选取与学生英语学习密切相关的领域——即第二语言习得和第二语言教学——进行分析和讨论。

本课程是面向英语和英语教育专业所有学生的一门专业选修课，其教学目的为：●帮助学生了解第二语言习得和第二语言教学方面的基本理论和主要论题，培养学生的研究兴趣和一定的批评能力；●引导学生自觉地运用应用语言学原理指导和促进英语学习；●掌握基本的应用语言学研究方法，为撰写毕业论文打下基础。

本课程分三个模块，主要内容包括：模块一：第二语言习得，包括学习者语言/中介语、影响第二语言习得的外在因素、第二语言习得的内在机制、学习者个体差异、二语习得理论、课堂教学与第二语言习得等。

模块二：第二语言教学，包括语言技能（包括听、说、读、写）的教学和语言评估。

模块三：应用语言学的研究方法和论文写作。

考核方式：课堂讨论（20%），课外文献阅读（30%），以小组为单位的项目报告（50%）。

第一课 Orientation课时：第一周，共2课时教学内容：第一节What is applied linguistics?The Role of Applied LinguisticsThe Nature of Applied Linguistics第二节Why should we study applied linguistics?Applied Linguistics and the Language Teacher思考题:1.What is the relationship between Linguistics and applied linguistics:hierarchy or partnership?2.Can there be a unitary theory of applied linguistics, or indeed dotheories of applied linguistics exist at all?3.Should applied linguists be theoretical?模块一（第2课——第8课）：Essential Concepts and Theories in SLA第二课 Puzzles in SLA & The Influence of Behaviorism课时：第二周，共2课时教学内容第一节SLA as a Field of LearningIssues for Exploration第二节The “Interference” of L1The behaviorist Understanding of SLAContrastive AnalysisCriticism from Empirical Research思考题：1.Think of more features on which students make errors sometimes butdo fairly well other times. Describe the conditions under which they tend to err and those under which they tend to get it correct.2.Think of a few areas of difficulty for advanced Chinese learners ofEnglish. Do there areas represent features that are overtly or slightly different from their Chinese counterparts?第三课 The “Chomskyan Revolution”课时：第三周，共2课时教学内容第一节Chomskyan LinguisticsCriticisms of Chomskyan Linguistics第二节Interlanguage HypothesisError analysis思考题：1.Give examples of errors young children make when they are learningto speak Chinese. You may recall the errors you yourself made when you were little.2.Sometimes sentences may look similar, but their functions can be verydifferent. Compare “Jack comes here”with “Here comes Jack.”What are their differences? Think of situations in which you can use one but not the other.第四课 Natural Order and comprehensible Input课时：第四周，共2课时教学内容第一节Natural Order HypothesisMorpheme Studies and Their findings第二节Problems with Error Analysis and Morpheme StudiesComprehensible Input Hypothesis思考题：1.If you know any international students or any other non-nativespeakers of Chinese, carefully observe their speech. Do they make errors that are similar to those you once made when you were a child?2.What are the flaws in Krashen’s Comprehensible Input Hypothesis?第五课 Variability in Performance and Acquisition课时：第五周，共2课时教学内容第一节Variability in L1 UseVariability in L2 Language Learner第二节Role of Variability in SLALearner Variation思考题：1.Discuss the possible reasons for the L2 performance variation foundin the Foster and Skehan study and Zhu Lingzhi’s study.2.Think of as many categories as you can that would characterize yourcurrent and former classmates, such as extroverts, introverts, bookworms, athletes, loners, born leaders, social butterflies, teachers’pets, to name a few. Discuss, in small groups, how different character traits affect language learning differently, and what traits are associated with good language learning and why.第六课 Input and Interaction课时：第六周，共2课时教学内容第一节Input and Interaction in L1 AcquisitionInput and Interaction in Natural SettingsInput and Interaction in Classroom SettingsEffects of Input and Interaction on SLA第二节Criticism of the Interaction HypothesisSwain’s Output HypothesisEmpirical Studies on the Role of Interaction思考题：1.In China, we use Chinese all the time, but we may still suddenly failto recall a term (or name of a person) we want to use. What do you do if this happens to you when you are (1) shopping, (2) visiting a university president, or (3) delivering a speech to a large audience?2.Recall one of your encounters with a person from overseas who was usingChinese as his or her L2. How soon did you become aware that this person might have trouble following you? What did you do to modify your speech so that you could be correctly understood?第七课 Learner Strategies课时：第七周，共2课时教学内容第一节Production StrategiesCommunication Strategies第二节Learning StrategiesThe Role of Memorization Strategies思考题：1.Presumably, production strategies will help us with production andcommunication, but will they also help us with L2 learning? Are there any strategies that do not facilitate our learning?2.Go over the list of cognitive strategies in Table 7.1 (P.167-170) again.Of the 15 strategies listed, how many of them have to do with understanding the auditory or printed material? How many of them have to do with memorizing words and phrases? How many of them have to do with learning and applying syntactic rules?第八课 Noticing the Native Speaker Selection课时：第八周，共2课时教学内容第一节The Noticing HypothesisEffects of the Noticing Hypothesis第二节Noticing the Native Speaker SelectionA New Model of Language思考题：1.How would you compare Schumann’s research with Schmidt’s? Which ofthem is closer to your own experience of learning English or another foreign language?2.Give an example of a situation in which you yourself succeeded inunderstanding or communication even though you did not have the necessary vocabulary.模块二（第9课——第13课）：Language Skills and Assessment第九课 Listening课时：第九周，共2课时教学内容第一节What is listening?Issues in listening第二节How do we gain insights in listening?From Theory to Practice: Issues in Teaching L2 Listening思考题：1.What do you think are the difficulty factors in listening?2.In many Chinese ESL classrooms, teachers are mostly “testing”ratherthan teaching listening. What is your opinion about this phenomenon?What can the teachers do to “teach” the students how to listen?第十课 Speaking and Pronunciation课时：第十周，共2课时教学内容第一节What are Speaking and Pronunciation?Issues in SpeakingIssues in Pronunciation第二节Implications for Pedagogy思考题：1.Should speaking activities focus on texts or sentences?2.What procedures are there specifically for pronunciation teaching?第十一课 Reading课时：第十一周，共2课时教学内容第一节What is Reading?Reading in a Second LanguageL2 Reading vs L1 Reading第二节Issues in L2 ReadingImplications of L2 Research for Instruction思考题：1.Discuss the contributing role of vocabulary knowledge for L2 readingabilities.2.It is generally agreed that extensive reading should be a componentof almost any reading program. To what extent should extensive reading be balanced with an intensive reading program containing well-considered reading instruction (for example, in reading strategies, in vocabulary, etc.)?第十二课 Writing课时：第十二周，共2课时教学内容第一节Demystifying WritingAspects of Writing第二节Second Language Writing: Theory, Research, and Pedagogy思考题：ment on the three L2 writing approaches: controlled composition,the paragraph pattern approach and the process approach.第十三课 Assessment课时：第十三周，共2课时教学内容第一节What is Language Assessment?Fundamental Issues in Language Assessment第二节Language Assessment and Language Teaching思考题：1.Define the term “validity”.2.Discuss the relationship between language assessment and languageteaching.模块三（第十四周——第十八周）: Research Methods and Thesis Writing第十四课 Research Methods in Applied linguistics课时：第十四周，共2课时教学内容第一节What is research?Developing research questionsSelecting research designs第二节A survey studyAn experimental studyA case study思考题：1.What tasks does a researcher have to accomplish if a piece of researchis conducted effectively?2.What are the important differences between quantitative andqualitative designs?第十五课 Writing Up a Research Report课时：第十五周，共2课时教学内容第一节The structure of a thesis / research reportWriting an introductionWriting a literature reviewDescribing methodologyReporting results and discussionWriting the conclusion chapter第二节Academic writing styleAPA writing format思考题：1.Try to get a copy of an undergraduate thesis or an MA thesis. Work witha group to comment on its structure, language, format, etc. Reading Week (第十六周)第十七课 Project Report (1)第十八课 Project Report (2)主要参考文献：1.《英语语言学纲要》，丁言仁、郝克，上海外语教育出版社，2001年。