第二语言习得研究概况PDF电子书下载

Introduction 1

1.1 The place of second language in the world today 1

1.2 Why study second language acquisition? 2

1.3 Development of the field of study of second language acquisition 5

1.4 The scope of second language acquisition research 6

Notes 7

Activities 8

Suggestions for further reading 9

Second language acquisition research methodology 10

2.1 Introduction 10

2.2 Qualitative versus quantitative methodologies 10

2.2.1 Introspection 15

2.2.2 Participant observation 15

2.2.3 Non-participant observation 16

2.2.4 Focused description 17

2.2.5 Pre-experiment 19

2.2.6 Quasi-experiment 20

2.2.7 Experiment 20

2.3 Setting 24

2.4 Instrumentation: production data elicitation 26

2.5 Variability problem 30

2.6 Instrumentation: intuitional data elicitation 33

2.7 Instrumentation: use of miniature languages 35

2.8 Instrumentation: affective variables 35

2.9 Instruments from other disciplines 37

2.10 Measuring learner performance 38

2.10.1 Defining language proficiency 38

2.10.2 Defining an acquisition point 40

2.10.3 Task versus test 41

2.10.4 An index of development 42

2.11 Conclusion 44

Notes 45

Activities 46

Suggestions for further reading 50

SLA: Types of data analysis 52

3.1 Introduction 52

3.2 Contrastive analysis 52

3.2.1 The contrastive analysis hypothesis 53

3.2.2 Language acquisition as habit formation 55

3.2.3 The CAH refuted 55

3.3 Error analysis 56

3.3.1 Strong versus weak versions of the CAH 56

3.3.2 Language acquisition as rule formation 57

3.3.3 Interlingual versus intralingual errors 58

3.3.4 Interlanguage 60

3.3.5 Error analysis criticized 61

3.4 Performance analysis 62

3.4.1 Morpheme studies 62

3.4.2 Developmental sequence 63

3.4.3 Learner strategies 65

3.4.4 The acquisition of forms and functions 68

3.4.5 Formulaic utterances 68

3.5 Discourse analysis 69

3.5.1 Conversational analysis 70

3.5.2 Other applications of discourse analysis 71

3.6 Conclusion 73

Notes 74

Activities 75

Suggestions for further reading 80

Interlanguage studies: Substantive findings 81

4.1 Introduction 81

4.2 ILs vary systematically 81

4.2.1 Free variation 81

4.2.2 Systematic variability 82

4.2.3 Variability resulting from amount of attention 84

4.2.4 Free variation as an impetus for development 85

4.2.5 Multiple explanations for variability 86

4.3 ILs exhibit common acquisition orders and developmental sequences 88

4.3.1 Acquisition order: morpheme studies 88

4.3.2 Developmental sequence: interrogatives 92

4.3.3 Developmental sequence: negation 94

4.4 ILs are influenced by the learner's L1 96

4.4.1 The effect of the L1 on SLA: how 97

4.4.2 The effect of the L1 on SLA: when (markedness) 101

4.4.3 The effect of the L1 on SLA: when (perceived transferability) 103

Notes 107

Activities 108

Suggestions for further reading 112

The linguistic environment for language acquisition 114

5.1 Linguistic input for first language acquisition 114

5.2 Linguistic input for second language acquisition 116

5.2.1 Linguistic adjustments to non-native speakers 117

5.2.2 Conversational adjustments to non-native speakers 120

5.3 Does the linguistic environment make a difference? 128

5.3.1 The effect of deviant input 129

5.3.2 The role of conversation in developing syntax 130

5.3.3 Input frequency-accuracy order relationships 132

5.3.4 Input modification and second language comprehension 134

5.3.5 Comprehensible input and second language acquisition 139

Notes 144

Activities 145

Suggestions for further reading 152

6 Explanations for differential success among second language learners 153

6.1 Introduction 153

6.2 Age 154

6.2.1 Studies of age and SLA 155

6.2.2 Explanations for age-related differences 163

6.3 Aptitude 167

6.4 Social-psychological factors 172

6.4.1 Motivation 173

6.4.2 Attitude 175

6.5 Personality 184

6.6 Cognitive style 192

6.7 Hemisphere specialization 197

6.8 Learning strategies 199

6.9 Other factors 203

6.10 Conclusion 206

Notes 215

Activities 216

Suggestions for further reading 218

Theories in second language acquisition 220

7.1 Introduction 220

7.2 Theory construction and social science 221

7.2.1 The role of theories in making research cumulative 221

7.2.2 Purposes and types of theory 222

7.3 Nativist theories of SLA 227

7.3.1 General characteristics 227

7.3.2 Chomsky's Universal Grammar and SLA 228

7.3.3 A critique of language-specific nativist theories 235

7.3.4 Krashen's Monitor Theory 240

7.3.5 A critique of Monitor Theory 245

7.4 Environmentalist theories of SLA 249

7.4.1 General characteristics 249

7.4.2 Schumann's Pidginization Hypothesis and Acculturation Model 251

7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model 258

7.5 Interactionist theories of SLA 266

7.5.1 General characteristics 266

7.5.2 Givon's Functional-Typological Theory and SLA 267

7.5.3 A critique of Givon's theory in SLA research 269

7.5.4 The ZISA's group's Multidimensional Model 270

7.5.5 A critique of the Multidimensional Model 283

7.6 Conclusion: the state of SLA theories 287

7.6.1 Comparing and evaluating theories 287

7.6.2 A note of caution 289

Notes 290

Activities 293

Suggestions for further reading 296

8 Instructed second language acquisition 299

8.1 Introduction 299

8.2 Early research on the effect of instruction, and some claimed implications 300

8.3 The effect of instruction on accuracy orders and developmental sequences 304

8.4 The effect of instruction on acquisition processes 309

8.5 The effect of instruction on rate of acquisition 312

8.6 The effect of instruction on the level of ultimate SL attainment 315

8.7 Conclusion 321

8.8 Explanations 322

8.9 Researching instructional design features 325

Notes 327

Activities 328

Suggestions for further reading 330

Epilogue 332

Bibliography 334

Index 394

文库索引 399