二语习得资源网站_概念和参考文献.doc

（一）Natural & Instructed L2 Learning 自然环境/有指导的二语学习部分重要概念 Focus on Form: “overtly draws students attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication” (Long, 1991, p. 45-46) Focus on Meaning: Exposure to L2 targets or experience with L2 tasks, but no attempts to effect shifts of learner attention. Implicit Learning is input processing without such an intention, taking place unconsciously (Reber et al., 1999). Explicit Learning is “input information with the conscious intention to find out whether the input information contains regularities and, if so, to work out the concepts and rules with which these regularities can be captured” (Hulstijn, 2005). The Interface Hypothesis: Instruction facilitates acquisition by (1) supplying the learner with conscious rules, and (2) providing practice to enable them to convert this conscious, controlled knowledge into automatic knowledge. 重要参考文献 Dekeyser, R. (2003). Implicit and explicit learning. In C. Doughty and M. Long (Eds.), Handbook of Second Language Acquisition. Oxford: Blackwell. Ellis, N. (1994). Implicit and explicit learning of languages. SanDiego, CA: Academic Press. Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in second language acquisition, 27, 305-352. Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The Differential contributions of implicit and explicit knowledge. Applied Linguistics, 27 (3), 431-463. Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsherg, & C. Kramsch (Eds.), Foreign Language Research in Cross-cultural Perspective (pp. 39-52). Amsterdam: John Benjamins. Manfred Pienemann, University of Newcastle, http:/www.ncl.ac.uk/ecls/staff/profile/manfred.pienemann Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 11, 159-168. VanPatten, B. William, J. Rott, S. & Overstreet, M. (2004). Form-Meaning Connections in Second Language Acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates Publisers. 领域前沿 Bill VanPatten, University of Illinois at Chicago /depts/sfip/ Catherine Doughty, Georgetown University, /sls/faculty.html Jan H. Hulstijn, University of Amsterdam, https:/home.medewerker.uva.nl/j.h.hulstijn/ Jessica William, University of Illinois at Chicago /depts/engl/faculty/prof/jwilliams/bio.htm Michael H. Long, University of Maryland, /SLAA/mlong.html Nick C. Ellis, University of Michigan, /nick.ellis.umich.eli Patsy M. Lightbown, Concordia University, /bios/elt/lightbrown_pm/?cc=global Robert M. Dekeyser, University of Maryland, /SLAA/rdk.html Rod Ellis, University of Auckland, http:/www.arts.auckland.ac.nz/staff/index.cfm?P=2328 Stephen Krashen, University of Southern California, .br/sk-krash.html Susan M. Gass, Michigan State University, /gass/ Yoko Goto Butler, University of Pennsylvania, /faculty/butler.html（二）Interlanguage processes中介语研究部分重要概念 The Interlanguage Theory: both the internal system that a learner has constructed at a single point in time and to the series of interconnected systems that characterize the learners progress over time. The Natural Order Hypothesis: The elements of language are acquired in a predicable order. The Monitor Hypothesis: Learned knowledge is completely separated from acquired knowledge. Utterances are initiated by the acquired system, and that the learned system only comes into play when learners monitor the output from it. Connectionism: Learning is seen as simple instance learning (rather than explicit/implicit induction of rules, hypothesis formation or restructuring), which proceeds based on input alone. Interlanguage Variation: Interlanguage exhibits more variability than do native languages. It consists of unsystematic and systematic variation. Interlanguage Pragmatics: “study of nonnative speakers use and acquisition of linguistic action patterns in a second language” (Kasper, 1989) 重要参考文献 Dulay, H. C. & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53. Ellis, N. & Schmidt, D. (1997). Morphology and longer distance dependencies: Laboratory research illuminating the A in SLA. Studies in Second Language Acquisition, 19, 145-171. Kasper, G. & S. Blum-Kulka (1993). Interlanguage Pragmatics. Oxford: Oxford University Press. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. London: Pergamon. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231. Tarone, E. (1988). Variation in Interlanguage. London: Edward Arnold. 领域前沿 Andrew D. Cohen, University of Minnesota, /about/profiles/Cohen.html Elaine Tarone, University of Minnesota /about/profiles/Tarone.html Elite Olshtain, The Hebrew University of Jerusalem, http:/education.huji.ac.il/eng/staff_academic_one.asp?id=185Ellen Bialystok, York University, http:/www.psych.yorku.ca/ellenb/ Gabriele Kasper, University of Hawaii at Manoa /sls/kasper/index.html Kathleen Bardovi-Harlig, Indiana University Bloomington, /dsls/faculty/kathleen.shtml Larry Selinker, University of London Nick C. Ellis, University of Michigan, /nick.ellis.umich.eli Shoshana Blum-Kulka, University of Hebrew, /editorialboard/blum-kulka_s.html Stephen Krashen, University of Southern California, .br/sk-krash.html Susan M. Gass, Michigan State University, /gass/ Teresa Pica, University of Pennsylvania /faculty/pica.html（三）Input, Interaction, and Output输入、交互、输出部分重要概念 Input: What is available to the learner. Intake: What is actually internalized by the learner. Interaction analysis: involves the use of a form or schedule consisting of a set of categories for coding specific classroom behaviors. Input Hypothesis: Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (Krashen, 1981) Output Hypothesis: Learners need the opportunities of meaningful use of their linguistic resources to achieve full grammatical competence. Noticing Hypothesis: Attention is essential to learning; there could be no learning without attention (Schmidt, 1990) 重要参考文献 Gass, S. & Madden, C. (1985). Input in Second Language Acquisition. Newbury House. Krashen, S. (1985). The Input Hypothesis. Longman. Long, M. (1983). Native-speaker/non native-speaker conversation and the negotiation of meaning. Applied Linguistics, 4, 126-141. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C. (Eds.), Input in Second Language Acquisition. Newbury House. White, L. (1987). Against comprehensible input: The Input Hypothesis and the development of second-language competence. Applied Linguistics, 8, 95-110. （四）Universal Grammar and SLA普遍语法与二语习得领域前沿 Brian MacWhinney, Carnegie Mellon University /Brian/ Ellen Bialystok, York University, http:/www.psych.yorku.ca/ellenb/ Merrill Swain, University of Toronto, http:/www1.oise.utoronto.ca/depts/ctl/facultystaff/profiles/profile.php?lastname=Swain&firstname=Merrill Michael H. Long, University of Maryland, /SLAA/mlong.html Richard Schmidt, University of Hawaii at Manoa, /aboutus/schmidt/ Stephen Krashen, University of Southern California, .br/sk-krash.html Susan M. Gass, Michigan State University, /gass/部分重要概念 Universal Grammar: A set of innate principles common to all languages. 重要参考文献 Gass, S. (1986). Language universals and second-language acquisition. Language Learning, 39, 497-534. White, L. (1989). Universal Grammar and Second Language Acquisition. John Benjamins. 领域前沿 Lydia White, McGill University, http:/www.arts.mcgill.ca/linguistics/people/WHITE.HTM Patsy M. Lightbown, Concordia University, /bios/elt/lightbrown_pm/?cc=global Susan M. Gass, Michigan State University, /gass/（五）Language Transfer母语迁移研究部分重要概念 Transfer: A general term for a number of different kinds of influence from languages other than the L2. Negative Transfer: Learners L1 impedes L2 learning. Positive Transfer: Learners L2 impedes L1 learning. Contrastive Analysis Hypothesis: It is possible to predict when difficulty will occur in the basis of differences between the native and target languages. Ignorance Hypothesis: L1 functions primarily as a communication strategy for filling in gaps in the learners competence. 重要参考文献 Gass,S. (1979). Language transfer and universal grammatical relations. Language Learning, 27, 327-344. Gass, S. & Selinker, L. (1983). Language Transfer in Language Learning. Newbury House. Kellerman, E. & Sharwood Smith, M. (1986). Crosslinguistic Influence in Second Language Acquisition. Pergamon. White, L. (1987). Markedness and second language acquisition. Studies in Second Language Acquisition, 9, 261-286. 领域前沿 Lydia White, McGill Universityhttp:/www.arts.mcgill.ca/linguistics/people/WHITE.HTM Mike Sharwood Smith, Heriot-Watt University http:/www.hw.ac.uk/langWWW/mss/mypage.htm Susan M. Gass, Michigan State University, /gass/Course Outline of SLA Theory第一部分：学习者语言系统研究 Part One: The Study of the Learner Language System 第一讲:对比分析与偏误分析 （Contrastive Analysis and Error Analysis） 阅读文献（Reading Materials） 1、Wardhaugh, 1970, “The contrastive analysis hypothesis”; 2、Coder, 1967 ,“The significance of learners errors”; 3、Richards,1974 ,“Error analysis and second language strategies” ; 4、Schachter, 1974, “An error in error analysis”. 第二讲:中介语理论 （Interlanguage Theory） 阅读文献（Reading Materials） 1、Selinker, 1972 ,“Interlanguage”; 2、Nemser, 1971 ,“Approximative systems of foreign language learners”; 3、Coder,1971, “Idiosyncratic dialects and error analysis” ; 4、Adjemian, 1976, “On the nature of interlanguage systems”. 第三讲:习得顺序与发展过程研究 （Acquisition Orders and Developmental Sequences） 阅读文献（Reading Materials） 1、Dulay & Burt, 1974, “Natural Sequences in Child Second Language Acquisition”; 2、Huang & Hatch, 1978,“A Chinese childs acquisition of English”; 3、 Bailey, Madden & Krashen, 1974, “Is there a sequences in adult second language learning” ; 4、Butterworth & Hatch, 1978, “A Spanish-speaking adolescents acquisition of English syntax”. 第四讲:中介语可变性研究 （Variability in Interlanguage） 阅读文献（Reading Materials） 1、Littlewood, 1981 “Language variation and second language acquisition theory”; 2、Ellis, 1985, “Sources of variability in interlanguage”; 3、Tarone,1983 ,“On the variability of interlanguage system” ; 4、Dickerson, 1975, “The learners IL as a system of variable rules”. 第五讲:学习者的语用能力研究 （Pragmatic Aspects of Learner Language） 阅读文献（Reading Materials） 1、Thomas, 1983, “Cross-cultural pragmatic failure” ; 2、Kasper & Dahl, 1991, “Research Methods in Interlanguage Pragmatics”; 3、Beebe & Takahashi, 1989, “ Do you have a bag Social status and patterned variation in second language acquisition? ” ; 4、Blum-Kulka et al, 1989, “Cross-cultural pragmatics: requests and apologies”. 第二部分：学习者个体差异研究 The Study of Individual Learner Differences 第六讲:二语习得中的年龄差异 （Age Differences in SLA） 阅读文献（Reading Materials） 1、Snow, 1983, “Age differences in second language acquisition”; 2、Long, 1990, “Maturational Constraints on Language Development”; 3、Scovel, 1998, “A time to speak: a psycholinguistic enquiry into the critical period for human speech” ; 第七讲:个体差异 （Individual Differences） 阅读文献（Reading Materials） 1、Wong Fillmore, 1977, “Individual differences in SLA”; 2、Skehen, 1991, “Individual differences in second language leaning”; 第八讲:学习策略与交际策略 （Learning Strategy and Communicative Strategy） 阅读文献（Reading Materials） 1、OMalley & Chamot, 1990, “Learning Strategies in Second Language Auquisiton”; 2、Bialystok, 1990, “communication strategies”. 3、Oxford, 1990, “Language learning strategies: what every teacher should know”; 4、Wenden & Rulin, 1987, “Learner strategies in language learning”. 第九讲:普遍语法和二语习得及克拉申的监控理论 （Universal Grammar and SLA & Krashens Monitor Theory） 阅读文献（Reading Materials） 1、Schachter, 1988, “Second language acquisition and its relationship to Universal Grammar”; 2、White, 1990, “Second Language Acquisition and Universal Grammar”; 3、Cook,1985 “Chomskys university grammar and second language learning” ; 4、Schmidt, 1980, “Coordinate structures and language universals in interlanguage”. 5、Krashen, 1982, “Five hypotheses about second language acquisition” 第三部分：影响二语习得的内、外部因素研究 Part Thee: The Study of Internal and External Factors on SLA 第十讲:普遍语法与二语习得 （Universal Grammar and SLA） 阅读文献（Reading Materials） 1、Schachter, 1988, “Second language acquisition and its relationship to universal grammar”; 2、White, 1990, “Second language acquisition and universal grammar”; 3、Cook, 1985, “Chomskys universal grammar and second language learning” ; 第十一讲: 克拉申的监控理论模型 （Krashens Monitor Theory Model） 阅读文献（Reading Materials） 1、Krashen, 1982, “Five hypotheses abo