第二语言习得:理论与实践(英语教师教育丛书)(Second language acquisition)
点此进入淘宝搜索页搜索分类: 图书,语言文字,语言学,语言理论与方法,
品牌: 林立
基本信息·出版社：高等教育出版社
·页码：315 页
·出版日期：2007年
·ISBN：9787040206661
·条形码：9787040206661
·包装版本：1版
·装帧：平装
·开本：16
·正文语种：英语
·丛书名：英语教师教育丛书
·外文书名：Second language acquisition
产品信息有问题吗？请帮我们更新产品信息。
内容简介《第二语言习得——理论与实践》填补了高师院校学法教法类系列教材的空白，具有一定的理论意义和较强的实用价值。《第二语言习得——理论与实践》具有如下几个特点：理论联系实际，针对性强；语言简明精炼，通俗易懂；体例设计新颖，特色鲜明等。
目录
Part Ⅰ An Overview of Second Language Learning
Chapter 1 Second Language Acquisition
Chapter 2 Second Language Learner Language
Part Ⅱ An Overview of Second Language Learning
Chapter 3 Errors in Second Language Learning
Chapter 4 Developmental Patterns
Part Ⅲ Independent Language System
Chapter 5 Behaviorist and Mentalist View
Chapter 6 Interlanguage
Part Ⅳ Social Aspects of Interlanguage
Chapter 7 Social Factors and Contexts of Interlanguage
Chapter 8 Social Models and Social Learning Strategies
Part Ⅴ Psycholinguistic Aspects of Interlanguage
Chapter 9 L1 Transfer
Chapter 10 Communication Strategies
Part Ⅵ Discourse Aspects of Interlanguage
Chapter 11 Input and Interaction
Chapter 12 Output
Part Ⅶ Learner Differences
Chapter 13 Psychological Differences
Chapter 14 Learning Strategies
Part Ⅷ Theories of Second Language Acquisition
Chapter 15 Krashen's Monitor Model
Chapter 16 Other Theories
Part Ⅸ Research Methods in Second Language Acquisition
Chapter 17 Research Design
Chapter 18 Qualitative and Quantitative Study
Glossary
……[看更多目录]
序言Second language acquisition （SLA）, a still young research field, has gone through its early days of growth, toward more maturity, harvested many fruitful research results: clear framework for a research agenda; plethora of theories, models, and discoveries, insights and understanding. Over the past 40 years or so of development, how a second language is acquired is much better understood.
To encapsulate fully this exciting and fast-developing field is not an easy job. Try to render it to the Chinese graduate and undergraduate students of linguistics and applied linguistics in a span of a semester is even more daunting. But as yet, there are many efforts have already been made to introduce the field, particularly in the form of introductory books, which serve as references for the present course book. The purpose of this text does not mean to duplicate in full many of similar works, nor does it try to be thorough in coverage. It is highly selective with the Chinese context and Chinese students in mind.
The language used in this text conforms to simple, clear, academic readings with questions after the major text, including rev/ew questions, critical thinking questions, and discussion questions for both classroom use and individual reflection. The text contains nine parts, each part two chapters.
Part I is an overview of second language acquisition as a whole. The field is defined and described, and the purpose and the structure of the field are presented.
Part II is an overview of second language learner language. Learner language is both data for SLA research itself and pedagogical concerns.
文摘The typical introvert, on the other hand, is a quiet, retiring sort of person, introspective, fond of books rather than people; he is reserved and distant, except with intimate friends. He tends to plan ahead and distrusts the impulse of the moment. He does not like excitement, takes matters of everyday life with proper seriousness, and likes a well-ordered mode of life.
Traditionally, it has often been assumed that learners who are extroverts will be better and faster L2 learners. Extroverts are generally more sociable and gregarious. They enjoy change and excitement. As such, it is thought that extroverts will be more willing to use the L2 in the class and, in ESL contexts outside it, to ask and answer questions, without worrying too much about whether they make mistakes or look foolish. Especially if they are learning in the L2 environment and their language proficiency, both in and outside the classroom is developing by what Krashen would regard as a natural acquisition. Extroverts will be more actively involved with language than their introvert classmates. They will be more responsive to the input they get, be keener to try producing their own L2 utterances and so have more opportunity to build up and best hypotheses about the language structure. The result should be that their overall proficiency should develop more quickly and to a higher level than that of their less active classmates.
In an EFL environment where the classroom focus is more on the structure of the language, one might expect the extroverts to continue to take the opportunities that are offered to use the language, and thus develop their fluency. The more introverted, bookish, reserved learners, in this context, might however, through being willing to spend more time studying and practicing the forms of the language, develop a fuller and more accurate understanding of the language structure, than the extroverts.
