21世纪英语专业系列教材：第二语言习得导论（英文版）
定 价：29 元
丛书名：21世纪英语专业系列教材
- 作者：沈昌洪 ，刘喜文 ，季忠民 著
- 出版时间：2010/6/1
- ISBN：9787301171356
- 出 版 社：北京大学出版社
- 中图法分类：H003
- 页码：229
- 纸张：胶版纸
- 版次：1
- 开本：16开
- 字数：(单位：千字)
《第二语言习得导论（英文版）》以章节的形式论述国外“第二语言习得”领域近半个世纪以来的研究历程。全书既全面、详细地介绍语言习得的理论创建与发展、儿童母语习得过程、二语／外语学习理论以及二语课堂教学研究等方面的成果，又综合、客观地反映认知学、心理学、社会文化学等领域对第二语言习得与发展的不同视角与观点。
本教材适合高等院校英语专业本科生、研究生以及中小学英语教师学习和使用。
北京大学出版社自2005年以来已出版《语言与应用语言学知识系列读本》多种，为了配合第十一个五年计划，现又策划陆续出版《2l世纪英语专业系列教材》。这个重大举措势必受到英语专业广大教师和学生的欢迎。
作为英语教师，最让人揪心的莫过于听人说英语不是一个专业，只是一个工具。说这些话的领导和教师的用心是好的，为英语专业的毕业生将来找工作着想，因此要为英语专业的学生多多开设诸如新闻、法律、国际商务、经济、旅游等其他专业的课程。但事与愿违，英语专业的教师们很快发现，学生投入英语学习的时间少了，掌握英语专业课程知识甚微，即使对四个技能的掌握也并不比大学英语学生高明多少，而那个所谓的第二专业在有关专家的眼中只是学到些皮毛而已。
英语专业的路在何方？有没有其他路可走？这是需要我们英语专业教师思索的问题。中央领导关于创新是一个民族的灵魂和要培养创新人才等的指示精神，让我们在层层迷雾中找到了航向。显然，培养学生具有自主学习能力和能进行创造性思维是我们更为重要的战略目标，使英语专业的人才更能适应21世纪的需要，迎接21世纪的挑战。
Chapter 1 Introduction： Key Concepts and Issues in SLA
1.1 Language Acquisition and SLA
1.2 Some Definitions of SLA
1.3 Some Structural Characteristics of SLA
1.4 The Literature on the Theories of SLA
1.5 A Theoretical Approach Proposed by Spolsky
1.6 Theoretical Applications to L2 Teaching and Learning
1.7 Some Distinctions in the field of SLA Research
1.7.1 SLA and FLA
1.7.2 Acquisition versus Learning
i.7.3 Input versus Intake
1.7.4 Implicit versus Explicit Learning
1.7.5 Incidental versus Intentional Learning
1.7.6 Instructed versus Non-instructed SLA
1.8 Conclusion
Points for Thinking
Further Reading
Chapter 2 Views on Language， Learning and Learner
2.1 Views on the Nature of Language
2.1.1 Phonetics and Phonology
2.1.2 Syntax
2.1.3 Morphology
2.1.4 Semantics
2.1.5 Pragmatics
2.2 Views of the Language Learning Process —— L 1 versus L2
2.2.1 Childrens Acquisition of Lexicon
2.2.2 Childrens Acquisition of Syntax
2.2.3 Childrens Acquisition of Phonology
2.2.4 Childrens Acquisition of Semantics and Pragmatics
2.3 Views of the Second Language Learner
2.3.1 The Learner as Language Processor
2.3.2 Differences between Individual Learners
2.3.3 Cognitive Factors
2.3.4 Affective Factors
2.3.5 The Learner as Social Being
2.3.6 Links with Social Practice
2.4 Conclusion
Points for Thinking
Further Reading
Chapter 3 An Introduction to Language Acquisition
3.1 Introduction
3.2 Developmental Patterns in L I Acquisition
3.2.1 A General Outline of English Acquisition as L1
3.2.2 Positive and Negative Reinforcements in Childrens L1 Acquisition
3.2.3 Beneficial Views from Childrens L1 Acquisition
3.3 The Controversy between Behaviorist and Mentalist Models
3.4 Developmental Patterns in L2 Acquisition
3.4.1 Early Stages
3.4.2 Formulaic Speech
3.4.3 Structural and Semantic Simplification
3.4.4 The Hypothesis of L1 & L2 Acquisition
3.5 Conclusion
Points for Thinking
Further Reading
Chapter 4 Recent History of SLA Research
4.1 Introduction
4.2 The Early Studies on Language Acquisition （to 1960s）
4.2.1 Behavioristic View of Learning —— Habit Formation
4.2.2 Contrastive Analysis
4.2.3 Behaviorism and CA for Language Teaching
4.2.4 Behaviorism under Attack
4.3 The Following-up Studies in 1970s and 1980s
4.3.1 The Birth of Error Analysis and Interlanguage
4.3.2 Krashen and His Monitor Model
4.3.3 Schumanns Pidginization or Acculturation Model
4.4 The Recent Studies on L2A （beyond 1990s）
4.4.1 The Developmental Patterns in Language Acquisition
4.4.2 Different Roles Found in Language Acquisition
4.5 Conclusion
Points for Thinking
Further Reading
Chapter 5 The UG Approach to Language Acquisition
5.1 Introduction
5.2 Universal Grammar （UG） for Language Acquisition
5.2.1 Chomsky and His UG Theory
5.2.2 What Constitutes Knowledge of Language?
5.2.3 How does UG Relate to Language Acquisition?
5.2.4 How is Knowledge of Language Put to Use?
5.3 Arguments from First Language Acquisition
5.3.1 Characteristics of First Language Acquisition
5.3.2 Language Acquisition and Intelligence
5.3.3 Language Impairment and Human Brain Damage
5.3.4 Conclusion
5.4 What Does UG Consist of?.
5.4.1 Principles and Parameters Theory in UG
5.4.2 UG Principles
5.4.3 UG Parameters
5.5 Evaluation of UG-based Approaches to SLA
5.5.1 The Scope and Achievements of the UG Approach
5.5.2 The UG View of Language
5.5.3 The UG View of Language Acquisition
5.5.4 The UG View of the Language Learner
5.6 Conclusion
Points for Thinking
Further Reading
Chapter 6 Cognitive Approaches to SLA
6.1 Introduction
6.2 Two Main Groups of Cognitive Theorists
6.3 Processing Approaches
6.3.1 Information-processing Models of L2 Learning
6.3.2 McLaughlin s Information-processing Model
6.3.3 Andersons Active Control of Thought （ACT） Model
6.3.4 Application of ACT to Learning Strategies
6.4 Connectionism
6.5 Theories of L2 Processing
6.6 Evaluation of Cognitive Approaches to L2 Learning
6.7 Conclusion
Points for Thinking
Further Reading
Chapter 7 Some Other Perspectives on SLA
7.1 Introduction
7.2 Functional Perspectives on L1 Learning and SLA
7.3 Functionalist Contributions to an Understanding of SLA
7.4 Sociocultural Perspectives on SLA
7.5 Sociolinguistic Perspectives on SLA
7.6 Conclusion
Points for Thinking
Further Reading
Chapter 8 Input， Interaction and Output in SLA
8.1 Introduction
8.2 Input and Interaction in L1 Acquisition
8.3 Input and Interaction in SLA
8.4 Output in SLA
8.5 Theorizing Input， Interaction and Output Research
8.6 Feedback， Recasts and Negative Evidence in SLA
8.7 Evaluation： The Scope of Interactionist Research
8.8 Conclusion
Points for Thinking
Further Reading
Chapter 9 Varied Perspectives on lnterlanguage
9.1 An Introduction to Interlanguage
9.2 Social Aspects of IL
9.3 Discourse Aspects of IL
9.4 Psycholinguistic Aspects of IL
9.5 Conclusion
Points for Thinking
Further Reading
Chapter 10 Researches on L2 Classroom Practice（I）
10.1 Introduction
10.2 An Introduction to the History of L2 Teaching Methods
10.3 Cross-language Competition between L1 and L2
10.4 Some Methods Used in L2 Classroom Research
10.5 Data Collection and Data Analysis
10.6 Conclusion
Points for Thinking
Further Reading
Chapter 11 Researches on L2 Classroom Practice（II）
11.1 Direct Involvement of Classroom Interaction Research
11.2 An Introduction to Classroom Interaction
11.3 Types of Language Use in Classroom Interaction
11.4 Turn Taking in Classroom Discourse
11.5 Differences between Classroom and Naturalistic Discourse
11.6 The Teachers Role in Classroom Interaction
11.7 Learner Participation
11.8 Classroom Interaction in the L2 Learning
11.9 The Relationship between Classroom Interaction and SLA
11.10 Conclusion
Points for Thinking
Further Reading
Chapter 12 Conclusion
12.1 A Brief Review of the Book
12.2 An Integrated View of SLA Research
12.3 Main Achievements of Recent SLA Research
12.4 SLA Research and Language Education
12.5 Future Directions for SLA Research
Points for Thinking
Further Reading
REFERENCES
The term SLA here is employed tor re/erring to me smay on oomL2A and FLA because it is assumed that the underlying process isessentially similar. Wherever necessary， this coursebook will make use ofthe distinction between these two fields.1.7.2 Acquisition versus Learning
The second tricky but also controversial distinction is the onebetween Acquisition and Learning. Krashen and Terrell （1983） define"acquisition" as the product of a "subconscious" process， similar to that ofchildren in learning their L1， and learning as the product of formalteaching， which results in conscious knowledge about the language， but thedistinction cannot be as simple as that.
Schmidt （1990） considers the term "subconscious" as an unlikelyproposition， misleading in consciousness research， where it would implytotally without any awareness. In a non-technical sense， the term couldmean "not being aware of having noticed something，" which would berelated to a way of learning that takes place while listening to a tape whilesleeping.
Apparently， some evidence shows that people may subconsciouslypick up what they already know， but there is no evidence that new information may be picked up in such a manner. It is commonly accepted that some level of attention is required to notice something， and thatnoticing is crucial in obtaining new information.
Krashen claimed that learning the rules could not lead to an automaticuse of language as in acquisition. Probably， Krashen used the term "subconscious" in a non-technical sense， as the inability to explain whatone knows. In other words， learners may use language forms correctlywithout being able to explain the forms.
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