第二语言习得理论阅读书目
二语习得参考书
Ellis R. The study of Second Language acquisiton Oxford university press 1994
Larser-Freeman D & Michael H.Long An introduction to Second language Acquisition外研社2000
杨连瑞，张德禄等著，《二语习得研究与中国外语教学》2007
林立主编Second Language Acquisition : Theory and Practice 高等教育出版社2007
Ellis R. The study of Second Language acquisiton Oxford university press 1985 Lightbown P. M & Nina Spada How langugaes are learned 上海外语教育出版社2002 Cook V. Linguistics and Second Language Aciquisition外研社2000
吴旭东《第二语言习得研究—方法与实践》上海外语教育出版社2006
黄冰，《第二语言习得入门》广东高等教育出版社2004
文秋芳.《英语学习策略论》上海外语教育出版社，1996
《第二语言习得研究》王建勤2009第一章
观察、个案、实验 法；长于学习者语 言系统的描写
研究对象 学科归属 研究方法
研究兴趣
心理语言学
第二语言习得研究
对学习者语言系统 关注不多；关注儿 童母语获得心理过 程和机制
语言学习者的语言 系统、习得过程、 习得机制
认知科学
应用语言学
心理学、实验心理 学
通过学习所获得 的语言知识
（监控）
可理解的语言 输入信息
语言习得 装置LAD
习得 语言知识
语言输出
Schumann（1978）“文化适应模式”
• 美国民族事务局的J. W. Powell 第一次使用到 “acculturation”这个词，他在1883 年把“文化适应”定义 为“来自外文化者对新文化中的行为模仿所导致的心理变 化”。而现在我们提到的文化适应，一般是来自Redfield, Linton 和Herskovits 在1936年的定义：“由个体所组成且 具有不同文化的两个群体之间，发生持续的直接的文化接 触，导致一方或双方原有文化模式发生变化的现象。”与 之相对应，已有的文化适应研究主要探讨的就是文化适应 过程对这些新到一个文化环境的移民或者暂居者的影响。
Mclaughlin信息加工模式；联结主义理论
• 认知心理学有两种研究取向:信息加工取向(informationprocessing approach)和联结主义取向(connectionist approach)。信息加工心理学家将人脑看作类似计算机的信 息加工系统, 而联结主义的研究与神经计算的历史渊源有 密切联系, 所以可以认为联结主义者采用的是“大脑类比 ” , 而信息加工心理学家的则是“计算机类比” 。
第二语言习得理论阅读书目
第二语言习得理论阅读书目1. Ellis．R. The Study of Second Language Acquisition［M］．Oxford Univ．Press，1994．2. Ellis．R．Understanding Second Language Acquisition［M］．Oxford Univ．Press，1985．3.Krashen.S. & T.Terrell., The Natural Approach: Language Acquisition in the Classroom[M],Oxford:Pergamon,1983.4.Krashen.S. Principles and Practice in Second Language Acquisition[M], New York: PPergamon Press[M],, 1982.5. Brown. H. D. Principles of Language Learning and Teaching. Prentice Hall, Inc[M],1987.6.Cook. V. Second Language Learning and Language Teaching. Beijing: Foreign LanguageTeaching and Research Press[M], 2000.rsen-Freeman，D．and M．Long．An Introduction to Second Language AcquisitionResearch. Beijing: Foreign Language Teaching and Research Press[M], 2000.8.Littlewood.W. Foreign and Second Language Learning. Beijing: Foreign Language Teachingand Research Press[M], 2000.9.O’Malley.J & Chamot. A. U. Learning Strategies in Second Language Acquisition. CambridgeCambridge University Press[M], 1990.10.Ramirez.A. Creating Contexts for Second Language Acquisition. New York: LongmanPublishers[M], 1995.11.Seliger.H. & Shohamy.E. Second Language Research Methods. Oxford: Oxford UniversityPress[M], 1989.12.12. Stern. H. Fundamental Concepts of Language Teaching. Oxford: Oxford UniversityPress[M], 1983.13.蒋祖康，第二语言习得研究，北京：外语教学与研究出版社[M]，1999。
世界图书出版公司北京公司语言学电子版书目-中国出版集团公
西方语言学与应用语言学视野～～系列丛书～～第一系列：第二语言习得前沿书系书名：第二语言习得的语言学视角原书名: Linguistic Perspectives on Second Language AcquisitionSusan M. Gass, Jacquelyn Schachter原出版社：Cambridge University Press书号：7-5062-8214-3简介：本书是一部从语言学角度阐述二语习得问题的经典文集，所选文章展示了不同的语言学理论，注重二语习得与语言学理论之间的潜在关系，是研习二语习得的必读书，适合二语习得以及语言学领域的研究者阅读。
书名：探索第二语言心理词汇原书名:Exploring the Second Language Mental LexiconDavid Singleton原出版社：Cambridge University Press书号：978-7-5062-8212-3定价：简介：本书是一本深入研究二语心理词汇的专著，研究主要集中于第一语言心理词汇和第二语言心理词汇的关系上。
本书内容充实，文献综述与实证研究结合，引证前人观点与作者批判分析结合，适合语言学专业和心理学专业的研究生、学者、教师以及其他对词汇习得感兴趣的读者阅读。
书名：第二语言阅读研究的交互模式原书名:Interactive Approaches to Second Language ReadingPatricia L. Carroll et al.原出版社：Cambridge University Press书号：978-7-5062-8217-8定价：26.00简介：本文集所选文章都出自阅读研究领域中知名学者之手。
可使读者了解第二语言阅读模式的研究概貌和开展轨迹。
对从事阅读教学的外语教师以及从事外语阅读教学大纲设计和教材编写的专业人士具有重要的参考价值。
书名：第二语言习得论著选读原书名: Readings on Second Language AcquisitionH. Douglas Brown, Susan T. Gonzo原出版社：Pearson Education Inc.书号：7-5062-8245-3简介：本书为课堂语言教学提供了一批原始的、有代表性的论著，使读者能看到学术研究的原貌,并且为每一篇入选文章提供了研究和思考的指导意见，以提高读者理解和评价研究成果的能力。
二语习得书目
适合于初学者阅读书目：1.《二语习得引论》作者: 穆里埃尔·萨维尔·特罗伊克出版社: 外语教研出版年: 2008-12特点：《二语习得引论》是针对二语习得初学者的实用型入门教材，它介绍了二语习得的一些基本概念，回答了第二语言是如何习得的、学习者习得什么，以及为什么有些学习者比其他学习者更为成功等问题，同时鼓励学习者从语言学、心理学及社会学角度思考二语习得。
每章都包含重要术语列表、小结及供自测和课堂讨论的练习题。
《二语习得引论》适用于语言学、心理学及教育学的初学者及外语教师。
2.《二语习得重点问题研究》作者：文秋芳出版社：外语教学与研究出版社出版时间：2010-11-1特点:本书内容框架：第一章认知派与社会派论战20年第二章显性学习与隐性学习第三章语言输入、输出和互动第四章石化现象第五章语言迁移第六章自动性第七章年龄问题第八章社会文化理论本书针对二语习得领域中的要点、热点和富有争议的问题进行全面、深入的分析和评述。
全书共有八章，每章均以不同意见的争辩为组织内容的出发点，对相左的理论取向和不同的实证研究结果进行分析、梳理和评述，最后介绍或者展望国内外的最新发展趋势。
本书以“rerdders-friendly”为撰写原则，语言简洁明快，阐述深入浅出，易读易懂。
既可作为二语习得课程的教材，又是很好的参考资料，有助于二语习得领域的初学者了解二语习得的关键概念和研究问题，及该领域的学者和研究人员及时把握最新的学科动态，辨明理据，寻找焦点，确定选题。
适合研究型学者使用：3.《第二语言习得研究》作者: Rod Ellis出版社:上海外语教育出版社出版年: 1999-4-1特点:全书分7个部分。
第一部分是背景介绍，主要讨论第二语言习得的研究目标、研究内容和研究方法，并列出第二语言习得研究中存在的主要问题。
第二部分是对学习者语言的描述，主要从学习者的错误、语言习得的发展方式、学习者语言的可变性以及学习者语言的语用特征这四个方面对学习者语言的特点进行了描述，使读者了解习得第二语言的方式及过程。
英语教学法原著选读48：克拉申二语习得五假说之二——自然顺序假说（NaturalOrder）
英语教学法原著选读48：克拉申⼆语习得五假说之⼆——⾃然顺序假说（NaturalOrder）导读：本篇是⼆语习得泰⽃Stephen D. Krashen的著作《⼆语习得原则与实践（Principles andPractice of Second Language Acquisition）》第⼆章“第⼆语⾔习得理论”A节“有关第⼆语⾔习得的五个假说”中的第⼆个假说，探讨的是语⾔习得过程中各学习项⽬的⾃然顺序。
按照这⼀假说，不管教的⼀⽅多么努⼒，学的⼈总是按照⼀定顺序学会语⾔项⽬，从⽐较简单的ing逐步⾛向稍为复杂的s/es、's等。
本⽂⾸发于“武太⽩⾦星⼈”微信公众账号，点击本⽂标题下⽅蓝⾊字选择关注该公号并回复“Krashen”（⼤⼩写没关系，引号不要，请确保单词后没有多余空格）即可收到上⽂图书的英⽂原版全本PDF。
该书仅供个⼈学习研究使⽤，请勿⽤作商业⽤途，并请于下载24⼩时后⾃觉删除。
祝朋友们学习进步！------------------------原⽂One of the most exciting discoveries in language acquisition research in recent years has beenthe finding that the acquisition of grammatical structures proceeds in a predictable order.Acquirers of a given language tend to acquire certain grammatical structures early, and otherslater. The agreement among individual acquirers is not always 100%, but there are clear,statistically significant, similarities.English is perhaps the most studied language as far as the natural order hypothesis isconcerned, and of all structures of English, morphology is the most studied. Brown (1973)reported that children acquiring English as a first language tended to acquire certaingrammatical morphemes, or functions words, earlier than others. For example, the progressivemarker ing (as in "He is playing baseball".) and the plural marker /s/ ("two dogs") were amongthe first morphemes acquired, while the third person singular marker /s/ (as in "He lives in NewYork") and the possessive /s/ ("John's hat") were typically acquired much later, cominganywhere from six months to one year later. de Villiers and de Villiers (1973) confirmedBrown's longitudinal results cross-sectionally, showing that items that Brown found to beacquired earliest in time were also the ones that children tended to get right more often. In otherwords, for those morphemes studied, the difficulty order was similar to the acquisition order.Shortly after Brown's results were published, Dulay and Burt (1974, 1975) reported thatchildren acquiring English as a second language also show a "natural order" for grammaticalmorphemes, regardless of their first language. The child second language order of acquisitionwas different from the first language order, but different groups of second language acquirersshowed striking similarities. Dulay and Burt's results have been confirmed by a number ofinvestigators (Kessler and Idar, 1977; Fabris, 1978; Makino, 1980). Dulay and Burt used asubset of the 14 morphemes Brown originally investigated. Fathman (1975) confirmed thereality of the natural order in child second language acquisition with her test of oral production,the SLOPE test, which probed 20 different structures.Following Dulay and Burt's work, Bailey, Madden, and Krashen (1974) reported a natural orderfor adult subjects, an order quite similar to that seen in child second language acquisition. Aswe shall see later, this natural order appears only under certain conditions (or rather, itdisappears only under certain conditions!). Some of the studies confirming the natural order inadults for grammatical morphemes include Andersen (1976), who used composition, Krashen,Houck, Giunchi, Bode, Birnbaum, and Strei (1977), using free speech, and Christison (1979),also using free speech. Adult research using the SLOPE test also confirms the natural orderand widens the data base. Krashen, Sferlazza, Feldman, and Fathman (1976) found an ordersimilar to Fathman's (1975) child second language order, and Kayfetz-Fuller (1978) alsoreported a natural order using the SLOPE test.As noted above, the order of acquisition for second language is not the same as the order ofacquisition for first language, but there are some similarities. Table 2.1, from Krashen (1977),presents an average order for second language, and shows how the first language orderdiffers. This average order is the result of a comparison of many empirical studies ofgrammatical morpheme acquisition.TABLE 2.1. "Average" order of acquisition of grammatical morphemes for EnglishWhile English is the best studied language, it is not the only one studied. Research in order of acquisition for other language is beginning to emerge. As yet unpublished papers by Bruce (1979), dealing with Russian as a foreign language, and van Naerssen (1981), for Spanish as a foreign language, confirm the validity of the natural order hypothesis for other languages. We will deal with the pedagogical implications of the natural order hypothesis later, I should point out here, however, that the implication of the natural order hypothesis is not that our syllabi should be based on the order found in the studies discussed here, that is, I do not recommend teaching ing early and the third person singular /s/ late. We will, in fact, find reason to reject grammatical sequencing in all cases where our goal is language acquisition. We will deal with this later, however, after we have finished laying the theoretical groundwork.(a) Transitional formsStudies supporting the natural order hypothesis show only the order in which mature, or well-formed structures emerge. Other studies reveal the path acquirers take en route to mastery. (For a review, see Dulay, Burt, and Krashen, in press. Ravem, 1974; Milon, 1974; Gillis and Weber, 1976; Cancino, Rosansky, and Schumann, 1974; Wode, 1978 and Nelson, 1980 are some second language studies in this area.) There is surprising uniformity here as well--acquirers make very similar errors, termed developmental errors, while they are acquiring. For example, in acquiring English negation, many first and second language acquirers pass through a stage in which they place the negative marker outside the sentence, as in:No Mom sharpen it. (from Klima and Bellugi's (1966)study of child L1 acquisition)and Not like it now. (from Ravem's (1974) study of childL2 acquisition)A typical later stage is to place the negative marker between the subject and the verb, as in:I no like this one. (Cancino et al. (1975) study of childL2 acquisition)and This no have calendar. (from Schumann's (1978a) study of adult L2 acquisition)before reaching the correct form.Predictable stages in the acquisition of wh-questions in English include an early stage in which the wh-word appears before the rest of the sentence, which is otherwise left in its normal uninverted form, as in:How he can be a doctor? (Klima and Bellugi, 1966, child L1acquisition)and What she is doing? (Ravem, 1974, child L2 acquisition)Only later do acquirers begin to invert the subject and verb of the sentence. (A detailed review can be found in Dulay et al., in press.)Transitional forms have been described for other languages and for other structures. The stages for a given target language appear to be strikingly similar despite the first language of the acquirer (although particular first languages may influence the duration of certain stages; see Schumann, 1979). This uniformity is thought to reflect the operation of the natural language acquisition process that is part of all of us. (For a discussion of some of the current issues and controversies concerning the natural order hypothesis, see Krashen, 1981.)------------------------读后感教学者有⾃⼰的⽇程，学习者有⾃⼰的⾃然顺序，克拉申⼜说不⼀定要完全遵循这个⾃然顺序，问题来了：咱们到底该怎么办呢？这让我想起了《西⾏漫记》⾥埃德加·斯诺提到的⼀件趣事：红军招募新战⼠，⼊伍的往往都是中国西部、西北部农村⽬不识丁的青壮年乃⾄少年⼈。
第二语言习得导论
第二语言习得导论 ——对外汉语教学视角刘颂浩 著世界图书出版公司前言本书是北京大学研究生院2003—2005年课程建设项目《对外汉语教学导论》的成果之一，旨在介绍第二语言习得的历史背景和研究现状，为读者进一步了解对外汉语习得、从事对外汉语研究打下基础。
对外汉语界与国际第二语言习得界的对话，可能始自鲁健骥教授1984年对偏误分析理论和中介语理论的介绍。
与这两种理论出现的时间相比，这已经是15年之后的事了。
多年来，这一“时间差”似乎没有缩短的迹象。
翻看最近出版的对外汉语概论教材，不难看出这一点。
希望本书的出版在一定程度上改变这一现象！本书是一本入门教材，以“把问题说清楚”为目的，不做繁琐考证。
对于比较陌生的概念，都随文做了解释。
本书的适用对象是对外汉语教师、硕士研究生、高年级本科生，以及对第二语言习得问题感兴趣的其它读者。
全书共分十四章。
第一章“语言、语言习得和语言教学”相当于全书的概览。
第二章“能力和表现”、第三章“语言机能和普遍语法”以及第四章“年龄和关键期”重点介绍第二语言习得和相关学科，特别是语言学、第一语言习得等学科的关系。
第五章到第十章按照时间顺序，介绍先后在第二语言习得领域占据主导地位的核心理论，分别是 “对比分析和语言迁移”“偏误分析”“习得顺序”“中介语”“学习和习得”以及“输入和输出”。
从另一个角度看，第一章到第十章关注的都是“语言问题”。
与此不同，第十一章到第十四章探讨的则是“非语言问题”，包括“注意和记忆”“动机和性格”“策略和方法”以及“社会文化学”。
这几章的顺序多少有些随意。
每一章的题目，同时也是本章的“关键概念”。
对每一章的内容，都以关键概念为中心，有层次、多角度、逐渐深入地加以介绍。
在术语和人名方面，国内学术界已经有固定译名的，比如科德（S. Peter Corder）、塞林格（Larry Selinker）、侧化（lateralization）等，本书一仍其旧。
没有固定译名的，我们遵从对外汉语界的习惯。
汉语作为第二语言教学参考书目
汉语作为第二语言教学课·阅读文献一、教育学、心理学、教师研究、外语教学理论著作陈琦、刘儒德，《当代教育心理学》，北京师范大学出版社，2007。
皮连生主编，《学与教的心理学》<修订本> 华东师范大学出版社，2002。
张庆宗著，《外语学与教的心理学原理》，外语教学与研究出版社，？？。
田延明、王淑杰编著《心理认知理论与外语教学研究》，北京大学出版社，2010。
陈新仁，《全球化语境下的外语教学与民族认同》，高等教育出版社，2008。
江新，《对外汉语教学的心理学探索》，教育科学出版社，2007。
＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊帕克·帕尔默[美]著，吴国珍、余巍等译，《教学勇气——漫步教师心灵》，华东师范大学出版社，2005年10月第一版，2007年10月第五次印刷。
徐碧美[港]著，陈静、李忠如译，《追求卓越——教师专业发展案例研究》，人民教育出版社，2003。
Kathleen M. Bailey，Andy Curtis，David Nunan. Pursuing Professional Development: The Self as Source（追求专业化发展——以自己为资源），董奇译丛主编，北京师范大学出版社，2007。
孙德金著，《对外汉语教师素质与教师培训研究》，商务印书馆，2006。
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第二语言习得理论阅读书目
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