二语习得书单
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。
语言学各门课程教材及推荐书目-(简明版)
课程名称：语言学流派刘润清（编著），1995，《西方语言学流派》。
北京：外语教学与研究出版社。
蓝纯（主编），2007，《语言导论》。
北京：外语教学与研究出版社。
课程名称：语义学Saeed, J. I. 2000. Semantics. Beijing: Foreign Language Teaching and Research Press.Lyons, J. 2000. Linguistic Semantics: An Introduction. Beijing: Foreign Language Teaching and Research Press.课程名称：认知语言学Evans, V. & Green, M. 2006. Cognitive Linguistics: An Introduction.Edinburgh: Edinburgh University Press.课程名称：语音学与音系学Carlos Gussenhoven, Haike Jacobs. 2011. Understanding Phonology. Beijing: Foreign Language Teaching and Research Press.Peter Ladefoged. 2009. A Course in Phonetics. Beijing: Foreign Language Teaching and Research Press.课程名称：语用学Rose, Kenneth R. & Gabriele Kasper. 2001. Pragmatics in Language Teaching. Cambridge: Cambridge University Press.Verschueren, Jef. 2000. Understanding Pragmatics. Beijing: Foreign Language Teaching and Research Press. (A text that reconsiders the nature and function of pragmatics, i.e. regarding it as a perspective into language and language use.)课程名称：文体学王佐良,1987，《文体学引论》。
语言学考博书目
语言学考博书目
语言学考博书目分为两部分，一是必读书目，二是参考书目。
必读书目：
1. 《西方语言学史》- 马蒂斯著
2. 《简明语言学教程》- 田艳平著
3. 《中外语言学发展史》- 王力强著
4. 《语言学概论》- 亨利·古兹著
5. 《概要语言学》- 贾宁著
6. 《语言学结构》- 戴维. 克里斯特尔著
7. 《心理语言学》- 斯坦利奥康纳著
8. 《跨文化交际理论与实践》- 金振武著
9. 《应用语言学》- 斯图尔特·卡皮奇著
10. 《对比语言学》- 雷杰克逊著
参考书目：
1. 《语言与大脑》- 斯蒂芬-卢克克（Stephen Pinker）著
2. 《语篇分析导论》- 德雷. 汤姆西斯清著
3. 《现代汉语语法与语义学》- 任思忠著
4. 《宇宙语言: 人类语言是否普遍》- 史蒂芬·安德森著
5. 《对话中的隐喻》- 马丁纽曼和弗兰克·兰德尔著
6. 《二语习得》- 斯蒂芬克拉什尼克和加拉-克拉什尼克著
7. 《版图外语言学文化》- 肖明潮著
8. 《语言和认知》- 让-奥利弗·克雷普斯著
9. 《应用语言学导论》- 约翰理查德和韦林麦基著
10. 《语言与思维》- 诺姆.乌尔费尔德著
以上书目涵盖了语言学的基础理论、学科发展史、语言结构、心理语
言学、跨文化交际、应用语言学等方面的内容，可作为语言学考博的重要参考书目。
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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。
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。
孙德坤，教师认知研究与教师发展. 北京：世界汉语教学，2008（3）.李红印，情商：汉语教师职业发展的重要方面——基于学生和教师反馈的分析（未刊）李红印，谈汉语国际教育硕士培养的四个方面，《国际汉语教育》2010年第？？陈绂，对国内对外汉语教学的反思. 北京：语言文字应用（增刊），2006（1）丁安琪，关于汉语国际教育硕士专业课程设置的思考. 北京：国际汉语教育，2009（2）.汲传波，刘芳芳，教师的教师：国际汉语教师教育者研究. 北京：国际汉语教育，2009（3）. 李泉，汉语国际教育硕士培养目标与教学理念探讨. 北京：语言文字应用，2009（3）刘芳芳，汉语国际教育硕士教学技能训练模式探索. 北京：国际汉语教育，2009（1）＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊章兼中，《国外外语教学法主要流派》，华东师范大学出版社1984。