二语习得教学大纲

《第二语言习得》课程教学大纲

一、说明

（一）课程简介：

本课程是为英语专业和对外汉语专业三年级学生开设的一门专业选修课。主要向学生介绍语言学习规律、影响语言学习的内外部因素以及学习者的个性特征。

(二)编写依据：

《高等学校英语专业英语教学大纲》提出要培养具有扎实的基本功、宽广的知识面、一定的相关专业知识、较强的能力和较高的素质、面向21世纪的复合型外语人才。其中一定的专业知识指英语专业学生毕业后可能从事的某一专业的基础知识。英语师范专业学生毕业后将投身语言教育事业，因此很有必要学习第二语言习得领域的知识，以提高自身的语言学习效果，为今后的语言教育工作打下良好的基础。

(三)目的任务：

让学生更好地了解语言学习规律、影响语言学习的内外部因素以及自己的个性特征，从而获得更好的外语学习效果。

(四)课程类别：

专业选修课

二、教学安排与学时分配表

三、教学内容与知识点

第一章绪论

知识点：

1. Why study the course?

2. Definitions of SLA and L2A.

3. Goals of SLA.

4. Objects of SLA.

5. The development of SLA.

6. Basic terminology.

第二章母语习得

知识点：

1. Behaviorist learning theory

2. The nativist approach

3. The cognitive approach

4. The functional approach

5. L1A vs. FLL:

A.Physiological aspect

B.Cognitive aspect

C.Affective aspect

D.Sociocultural aspect

6. Error Analysis：

Its purpose

Major steps

Contributions and weakness

7. Developmental pattern in learner’s language：

‘L1A=L2A’ hypothesis

8. Variability of learner language

definition of interlanguage / characteristics of interlanguage / systematic variability/ free

variation

9. Pragmatic aspects of learner language

A.requests

B.apologies

C.refusals

第四章影响二语习得的外部因素

知识点：

1. Social factors and L2A: (age, sex , social class, ethnic identity, social environment: natural

environment classroom environment)

2. Input and interaction and L2A: (caretaker talk , foreigner talk, interlanguage talk, input

frequency and L2A , comprehensible input and L2A , learner output and acquisition)

第五章影响二语习得的内部因素

知识点：

1. Cognitive view vs. mentalist view.

2. Cognitive accounts of L2A: (A general theoretical framework, Interlanguage theory, Monitor

model, Competition model)

3. Linguistic universals and L2A: (Typological universals and L2A, UG and L2A.)

第六章学习者的个别差异

知识点：

1. Personal differences:

2. General differences: (social/ cognitive/ affective differences)

3. learner strategies: (metacognitive/ cognitive/ affective strategies)

第七章课堂环境中的二语习得

知识点：

1. Classroom interaction and L2A:

2. Aspects of classroom interaction: (Types of language use/ Teacher talk/ Error treatment / Teachers’ questions/ Learner participation

3. The relationship between classroom interaction and L2 learning

4. Formal instruction and L2A: (Language-centered instruction/ The effects of formal instruction on L2 learning/ The effects of different types of formal instruction/ Learner-instruction matching)

5. The role of formal instruction: some theoretical positions: (The ‘zero option’/ Instruction as

facilitation/ The necessity for instruction)

第八章关于我国学生的外语学习模式的讨论

知识点：

1. External factors: ( Sociocultural environment/ Classroom training/ Exposure to language input)

2. Internal factors: (Language aptitude/ Affective factors/ Cognitive factors/ Age factors)

3. Learning outcomes: (Implicit and explicit linguistic knowledge/ Linguistic performance)

4. Suggestions

四、考核方法与要求

（一）考核形式：闭卷

（二）成绩计算方法：期末考占60%，课堂表现+作业占40%

五、教材与参考教材

王初明，1990，《应用心理语言学》，湖南教育出版社。

蒋祖康，1999，《第二语言习得研究》，外语教学与研究出版社。

Littlewood, William. 1990. Foreign and Second Language Learning. Cambridge University Press.

Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford University Press.

Ellis, Rod. 1997, 《第二语言习得》，上海外语教育出版社。