《第二语言习得概论》课程教学大纲

《第二语言习得概论》课程教学大纲
课程编码：30615001 学分： 2学分总学时：36学时
说明
【课程性质】
《第二语言习得概论》是英语专业任意选修课。

【教学目的】
帮助学习者在语言基础知识学习的基础上，掌握一些基本的教学理论，并使他们在学习的过程中形成自己的教学思路，为今后的教学实践或对其进一步的研究做准备。

【教学任务】
通过对语言学习者学习语言过程的讨论，帮助学生将模糊的、无意识的实践性内容变成明确的、有意识的理论方法。

使他们在以后的教学中，能够批判性地接受现行的一些教学方法，并在实践过程中根据不同的受教育对象将其不断完善。

【教学内容】
绪论；学习者语言的本质、中介语、中介语的社会层面；中介语的话语层面；中介语的心理语言学层面；中介语的语言学层面；二语习得中的个体差异；课堂教学和二语习得；结论
【教学原则和方法】
教学原则：理论和实践相结合，突出指导性和应用性。

教学方法：教师提出问题，并组织学生讨论，围绕具体问题进行讲解。

教师讲解与学生练习结合，学生每次课后书面回答具体问题。

【先修课程要求】
“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。

【教材与主要参考书】
教材：Rod Ellis 《第二语言习得》上海外语教育出版社,2000年。

参考书：P. M. Lightbown and N. Spada 《语言学习机制》上海外语教育出版社, 20XX年。

Rod Ellis《第二语言习的研究》上海外语教育出版社, 1994年。

大纲内容
第一部分Introduction: Describing and Explaining L2 Acquisition
【教学目的和要求】
教学目的：本章是全书的绪论，学习的目的是弄清第二语言习得的概念和目标。

教学要求：明确什么是学习者语言等相关概念，从而在整体上使学生对第二语言习得的基本理论有个概括性的了解。

【内容提要】
Ⅰ.The definition of second language acquisition
Ⅱ.The goals of second language acquisition
Ⅲ.Two case studies
Ⅳ.Methodological issues
Ⅴ.Issues in the description of learner language
Ⅵ.Issues in the explanation of L2 acquisition
【教学重点与难点问题】
教学重点：the definition of second language acquisition
教学难点：the goals of second language acquisition
【复习参考题】
1. In what respects is Wes a ‘good language learner’ and on what respects is he not one?
2. What is your own definition of a ‘good language learner’?
第二部分The Nature of Learner Language
【教学目的和要求】
教学目的：学生了解学习者语言的本质。

教学要求：要求学生理解错误的本质并能够进行相应的错误分析，了解语言习得过程的发展模式。

【内容提要】
Ⅰ.Errors and error analysis
Ⅱ.Developmental patterns
Ⅲ.Variability in learner language
Ⅳ. Summary
【教学重点与难点问题】
教学重点：Error analysis and contrast analysis
教学难点：the difference between error analysis and contrast analysis
【复习参考题】
1. What does Corder mean by saying that an ‘error’is ‘systematic’and a ‘mistake’is ‘unsystematic’? Do you see any problems with this definition?
2. Later Corder recognizes that it may be difficult to distinguish ‘errors’ and ‘mistakes’. Can you suggest ways of doing this?
第三部分Interlanguage
【教学目的和要求】
教学目的：学生能够了解行为主义学习理论和语言学习的唯心主义理论。

教学要求：通过对行为主义学习理论和语言学习的唯心主义理论的清楚了解，进而理解中介语的概念与内涵。

【内容提要】
I. the definition of behaviorist learning theory and its influence on second language acquisition
II. a mentalist theory of language learning and its influence on second language acquisition III. the definition of interlanguage
IV. a computational model of L2 acquisition
【教学重点与难点问题】
教学重点：Behaviorist learning theory
教学难点：the definition of interlanguage
【复习参考题】
1. What is meant by describing the interlanguage continuum as a “restructuring continuum”?
2. What objections can be leveled against this view of the interlanguage continuum?
第四部分Social Aspects of Interlanguage
【教学目的和要求】
教学目的：学生能够了解中介语的社会层面。

教学要求：学习有关中介语的社会层面的含义：语体范围内的中介语，第二语言习得的文化适应模式，以及第二语言学习实现的社会作用。

【内容提要】
Ⅰ. Interlanguage as a stylistic continuum
Ⅱ. The acculturation model of L2 acquisition
Ⅲ. Social identity and investment in L2 learning
【教学重点与难点问题】
教学重点：the understanding of some terms: stylistic continuum; careful style; vernacular style; accommodation theory; divergence; pidginization
教学难点：the understanding of some theories
【复习参考题】
1. Can you think of any other examples of these two bad learning situations?
2. Can you think of examples of good learning situations?
第五部分Communicative Language Teaching
【教学目的和要求】
教学目的：学生能够了解从语篇的角度更深入的理解中介语。

教学要求：要求学生掌握获取语篇（谈话）规则，第二语言习得过程中语言输入和相互影响的作用以及第二语言习得过程中的语言输出的作用。

【内容提要】
Ⅰ. Acquiring discourse rules
Ⅱ. The role of input and interaction in L2 acquisition
Ⅲ. The role of output in L2 acquisition
Ⅳ. Summary
【教学重点与难点问题】
教学重点：t he understanding of some terms: foreigner talk; negotiation of meaning; input hypothesis; comprehensible input; interaction hypothesis; negative evidence; scaffolding; zone of proximal; auto-input
教学难点：the understanding of some theories
【复习参考题】
1. To what extent is Krashen’s input Hypothesis a mentalist theory?
2. “Speaking is the result of acquisition and not its cause.”Do you agree? What counterarguments can you think of?
第六部分Psycholinguistic Aspects of Interlanguage
【教学目的和要求】
教学目的：学生能够从心理语言学层面了解中介语。

教学要求：要求学生通过对中介语的理解来了解第一语言的迁移、第二语言习得过程中的知觉所发挥的作用以及交际策略等问题。

【内容提要】
Ⅰ.L1 transfer
Ⅱ.The role of consciousness in L2 acquisition
Ⅲ.Processing operations
Ⅳ.Communication strategies
Ⅴ.Two types of computational model
【教学重点与难点问题】
教学重点: the understanding of some linguistic terms: communication strategies; negative transfer; positive transfer; avoidance; contrastive analysis; speech act; restructuring continuum; noticing; implicit knowledge; explicit knowledge; notice the gap; operating principles 教学难点：t he understanding of some linguistic theories
【复习参考题】
1. What languages do you consider ‘typologically close’ and ‘typologically distant’ to your own language?
2. Can you identify structures in your L1 which you perceive to be ‘unmarked’and thus potentially transferable?
第七部分Linguistic Aspects of Interlanguage
【教学目的和要求】
教学目的：学生能够了解有关中介语的语言学层面。

教学要求：要求学生掌握语言的一些共有的特质；了解人类语言学习的潜能；语言学习
阶段的选择性。

【内容提要】
Ⅰ. Typological universals: relative clauses
Ⅱ. Universal grammar
Ⅲ. Learnability
Ⅳ. The critical period hypothesis
Ⅴ. Access to UG
Ⅵ. Markedness
Ⅶ. Cognitive versus linguistic explanations
【教学重点与难点问题】
教学重点the understanding of some terms: accessibility hierarchy; universal grammar; poverty of the stimulus; positive evidence; negative evidence; critical period hypothesis 教学难点：t he understanding of some linguistic theories
【复习参考题】
1. What do you think older children and adults enjoy ‘a short-lived advantage’ over children in learning an L2?
2. What explanations can you offer for the failure of adults to achieve native-like competence in an L2?
第八部分Individual Differences in L2 Acquisition
【教学目的和要求】
教学目的：学生能够了解第二语言习得过程中的学习者的个体差异。

教学要求：要求学生掌握什么是语言天赋，动机及学习策略。

【内容提要】
Ⅰ. Language aptitude
Ⅱ. Motivation
Ⅲ. Learning strategies
【教学重点与难点问题】
教学重点：t he understanding of some linguistic terms: language aptitude; motivation; instrumental; integrative; resultative; intrinsic; learning strategies
教学难点：t he understanding of some linguistic theories
【复习参考题】
1. What exactly are the “two contrasting orientations to language and language learning”that Skehan has in mind?
2. What alternative view of motivation do Crookes and Schmidt offer?
第九部分Instruction and L2 Acquisition
【教学目的和要求】
教学目的：学生了解课堂教学与第二语言习得的关系。

教学要求：要求学生掌握集中于形式的教学方法、学习者与课堂教学方法的匹配以及学习策略的训练。

【内容提要】
Ⅰ.The concept of form-focused instruction and its application in second language acquisition Ⅱ. Learner-instruction matching
Ⅲ. Strategic training
Ⅳ. Summary
【教学重点与难点问题】
教学重点：t he understanding of some linguistic terms: teachability hypothesis; production-based instruction; input-based instruction; consciousness-raising
教学难点：t he understanding of some linguistic theories
【复习参考题】
1. What do the two experiments that Lightbown describes show about the effectiveness of instruction?
2. Why are relative clauses an appropriate grammatical structure to test whether “generalization of instruction” takes place?
第十部分Conclusion: Multiple Perspectives in SLA
【教学目的和要求】
教学目的：学生能够了解对第二语言习得研究的多重观点。

教学要求：要求学生掌握第二语言习得研究的多层面性。

【内容提要】
The multiple-perspectives in SLA
【教学重点与难点问题】
教学重点: t he multiple-perspectives in SLA
教学难点: To understand that different types of enquiry that characterize SLA and different types of explanations provided reflect the different purposes of researchers
【复习参考题】
Why do you think terminology proliferated in SLA? Do you think Gregg is right to criticize this?
执笔人：许巧军审核人：孙延弢
《第二语言习得概论》课程考核大纲
【考核目的】
考核学生对第二语言习得的基础知识和基本理论的掌握情况，考核学生对第二语言习得理论的运用能力形成情况，使学生了解自己在理论及其运用方面的不足，为第二语言习得教学提供反馈信息。

【课程学习的基础】
“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。

（这些知识不在考试范围之内）
【考核的内容范围】
第二语言习得的定义，学习者语言的性质，中介语及其社会、语篇、心理语言学和语言学层面的特征，第二语言习得过程中的个性差异，各种课堂教学方法对第二语言习得的作用等。

【考核方法】
期末开卷笔试，占60%；平时（出勤、提问、作业等）占40%。

【对试题的要求】
1. 题型比例：
客观性试题占80%，包括判断题、填空题、概念题等；
主观性试题占20%，包括简答题、论述题等。

2. 难度等级：分为较易、中等、较难三个等级，大概比例是20：60：20。

【考试的具体内容】
第一部分Introduction: Describing and Explaining L2 Acquisition
知识点：
1.learner language
2. target language
3. input
4. language aptitude
5. case study
6. overuse
7. item learning
8. system learning
9.mentalist 10 .formulas
考核目标：
1.识记：（1）learner language（2）target language
2.理解：（1）input （2）item learning（3）system learning
(4)learners’ overuse of linguistic forms
3.应用：(1)case study (2) formulas (3) item learning (4) system learning
第二部分The Nature of Learner Language
知识点：
1. errors and mistakes
2. omission
3. overgeneralization
4. transfer
5. global errors
6. local errors
7. silent period
8. acquisition order
9. sequence of acquisition
10. accuracy order 11. transitional constructions 12. U-shaped course of development
13. restructuring 14. linguistic context 15. psycholinguistic context
16. form-function mappings 17. fossilization
考核目标：
1.识记：(1) fossilization (2) free variation (3) omission
(4) overgeneralization (5) restructuring
2.理解：（1）accuracy order & acquisition order（2）silent period
（3）global errors & local errors (4)U-shaped course of development
(5)linguistic /psycholinguistic/situational context
3.应用：（1）identify errors (2)describing errors (3)explaining errors (4)error evaluation
第三部分Interlanguage
知识点：
1.interlanguage
2. behaviorist learning theory
3. mentalist theory of language learning
4. language acquisition device
5.interlanguage continuum
6.learning strategies
7.backsliding
8.intake
考核目标：
1.识记：(1)interlanguage（2）Backsliding（3）interlanguage continuum (4)intake
(5)behaviorist learning theory (6)mentalist
2.理解：(1)behaviorist learning theory（2）language acquisition device
（3）mentalist theory of language learning
3.应用：Try to analyze your own “interlanguage”.
第四部分Social Aspects of Interlanguage
知识点：
1.stylistic continuum
2. careful style
3. vernacular style
4. accommodation theory
5. convergence & divergence
6.acculturation model
7.pidginization
8. social distance 9.psychological distance 10.investment
考核目标：
1.识记：（1）careful style （2）vernacular style（3）pidginization
2.理解：（1）stylistic continuum （2）accommodation theory
（3）psychological (4)convergence & divergence
3.应用：(1) careful style (2) vernacular style
第五部分Communicative Language Teaching
知识点：
1. discourse rules
2. foreigner talk
3. negotiation of meaning
4. input hypothesis
5. comprehensible input
6. interaction hypothesis
7. negative evidence 8. scaffolding 9. zone of proximal development 10. auto-input
考核目标：
1.识记：(1)foreigner talk (2) negotiation of meaning (3)auto-input
（4）comprehensible input （5）scaffolding;
2.理解：（1）interaction hypothesis （2）input hypothesis
（3）zone of proximal development
3.应用：(1)discourse rules (2) negotiation of meaning (3) scaffolding
第六部分Psycholinguistic Aspects of Interlanguage
知识点：
1.L1 transfer
2. communication strategies
3.negative transfer
4.positive transfer
5. avoidance
6.overuse
7.contrastive analysis
8.speech acts
9.restructuring continuum 10.noticing 11.implicit knowledge 12. explicit knowledge
13.notice the gap 14.operating principles 15.dimensional model
16.processing constraints 17.distributed processing
考核目标：
1．识记：(1)negative transfer (2) positive transfer (3) explicit knowledge
(4)speech act (5)noticing;
2．理解：(1)communication strategies (2) notice the gap (3)contrastive analysis
(4)operating principles (5)implicit knowledge (6) explicit knowledge
(7) restructuring continuum;
3. 应用：(1) Notice the gap between what they have observed in the input and the current
state of their interlanguage as manifested in their own output.
(2) communication strategies
第七部分Linguistic Aspects of Interlanguage
知识点：
1. universal grammar
2. accessibility hierarchy
3. poverty of the stimulus
4. positive evidence
5. negative evidence
6. critical period hypothesis
7.markedness
考核目标：
1．识记：(1)accessibility hierarchy (2) positive evidence (3) negative evidence
2．理解：(1)universal grammar (2)poverty of the stimulus (3)critical period hypothesis 3．应用: (1) accessibility hierarchy (2) critical period hypothesis
第八部分Individual Differences in L2 Acquisition
知识点：
nguage aptitude
2.motivation: instrumental motivation; integrative motivation;
resultative motivation; intrinsic motivation; 3.learning strategies
考核目标：
1.识记：(1) instrumental motivation (2)integrative motivation
(3)resultative motivation (4)intrinsic motivation;
2. 理解：(1)learning strategies (2)language aptitude;
3. 应用：(1) instrumental motivation (2) integrative motivation
(3) resultative motivation (4) intrinsic motivation;
(5) learning strategies
第九部分Instruction and L2 Acquisition
知识点：
1. form-focused instruction
2. teachability hypothesis
3. production-based instruction
4. input-based instruction
5. consciousness-raising
6. input flooding
7. learner-instruction matching
考核目标：
1．识记：(1) production-based instruction (2)input-based instruction (3)input flooding
2. 理解：(1)teachability hypothesis (2) consciousness-raising
3．应用：(1)form-focused instruction (2) production-based instruction
(3) input-based instruction (4) consciousness-raising
(5)learner-instruction matching
第十部分Conclusion: Multiple Perspectives in SLA
知识点：
the multiple-perspectives in SLA
考核目标：
1．识记：the multiple-perspectives in SLA
2. 理解：To understand that different types of enquiry that characterize SLA and different
types of explanations provided reflect the different purposes of researchers.
3．应用：Give some models of L2 acquisition that incorporate the perspectives we have learned.
【样题】
I. Decide whether the statements are true (T) or false (F) （每小题2分，共20分）
1. Avoidance is said to take place when specific target language structures are under-represented
in the learner’s production in comparison to native-speakers production.
2. Behaviorist learning theory of language acquisition emphasize the importance of the innate
capacity of the language learner at the expense of environmental factors.
3. When language users are able to attend closely to the form of the language they produce, they
call upon their ‘careful style’. A ‘careful style ’ is evident in formal language tasks such as reading pairs of words, or doing a grammar test.
4. Aptitude refers to the specific ability a learner has for learning a second language. This is
hypothesized to be separate from the general ability to master academic skills, which is referred to as ‘intelligence’.
5. Backsliding involves the use of a rule belonging to some late stage of development. It occurs
when learners are under some pressure, as, for instance, when they have to express difficult subject matter or are feeling anxious.
6. Communication strategies are employed when learners are faced with the task of
communicating meanings for which they lack the requisite linguistic knowledge.
7. Access to comprehensible input may be an unnecessary condition for acquisition to take
place.
8. This states that there is a period when language acquisition can take place with effort, but that
after a certain age the brain is no longer able to process language input in this way.
9. Error analysis involves collecting samples of learner language, identifying the errors in the
sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness.
10. When native speakers address learners, they adjust their normal speech in order to make the
speech more formal.
Ⅱ. Define the following terms（每小题3分，共30分）
1. learner language
2. errors
3. the critical period hypothesis
4. complete access
5. language aptitude
6. poverty of the stimulus
7. pidginization
8. processing constraints
9. communication strategies
10.careful style
Ⅲ Fill in the blanks with the appropriate words（每空2分，共30分）
1. The theory that also draws on the idea of stylistic variation but which is more obviously
social is _______’s accommodation theory.
2. According to Krashen, L2 acquisition depends on ________.
3. Explicit knowledge may help learners to move from intake to acquisition by helping them to
________ between what they have observed in the input and the current state of their ________ as manifested in their own output.
4. The idea of _________. This credits the learner with the ability to perform a number of
mental tasks at the same time, for example, the ability to attend to both form and meaning while processing input.
5. Various kinds of motivation have been identified: _________, __________, __________,
and ________.
6. The Grammar Translation Method and the __________ both attempts to teach learners
grammar, differing only in how this is to be accomplished.
7. Backsliding is the production of errors representing a(n) ________stage of development.
8. Foreigner talk is the _________that native speakers use when addressing non-native
speakers.
9. According to Stephen Krashen’s input hypothesis, L2 acquisition takes place when a learner
understands input that contains ________forms that are at ‘i+1’(i.e. are a little more advance d than the current state of the learner’s interlanguage).
10. The critical period hypothesis is a period during which language acquisition is easy and
complete and ________which it is difficult and typically incomplete.
11. Language aptitude is the ability that is believed to be in part related to ________
intelligence but also to be in part distinct.
Ⅳ Answer the following questions.（第一题12分;第二题8分,共20分）
1. How many different theoretical positions can you state as to whether adult L2 learners have
access to UG?
2. What is scaffolding? Illustrate it with an example.
执笔人：许巧军审核人：孙延弢。