Second Language Acquisition
1. Introduction
2. Description of Learner Language
3. External Factors to SLA
4. Internal factors to SLA
5. Individual Differences and SLA
爬山减肥吗6. Classroom and SLA
7. Rearch Methodology in SLA
8. Types of Data Analysis
9. Theories in SLA
References:
Ellis, Rod 1999 The Study of Second Language Acquisition 上海外语教育出版社
Ellis, Rod 1999 Understanding Second Language Acquisition 上海外语教育出版社
Larn-Freeman, Diane 2000 An introduction to Second Language Acquisition Rearch 外语教学与研究出版社
Cook Vivian 2000 Second Language Learning and Language Teaching外语教学与研究出版社
Cook Vivian 2000 Linguistics and Second Language Acquisition外语教学与研究出版社
Chapter One Introduction
1. Why Study Second Language Acquisition
a) Fascinating study itlf
b) For cond language learning 印花税计算
宝洁招聘
c) For foreign language learning and teaching
2. What is Second Language Acquisition
a) What is Second Language Acquisition?
b) What do cond language learners acquire?
i. What is the reslut that the learners get regarding the rules of the the cond langugae?
ii. Are the rules like tho of the native language?
iii. Are they like the rules of the language being learned?
iv. Do the rules created by cond language learners vary according to the context of u?猫怎么叫
c) How do learners acquire a cond language?
i. What is the process of learning a cond language like?
ii. Do cond language learners learn in the same way as they acquire their mother tongue?
iii. Why don’t the learners learn the cond language in a different way?
1. Influence of first language
2. Cognitive factors
3. Affctive factors
4. Input
5. Output
6. Cultural differences
d) What differences are there in the way in which individual learners acquire a cond language?
i. 鼓掌的正确手势native language variable; input variable; instructional variable; intelligence variable; social cultural variable; individual variable(also include the social factors to which the individual is related)
ii. Attitude and motivation
iii. Intelligence and apptitude
iv. Age
关于我的作文v. 软件开发协议Personality(affective domain)
1. introverson and extroverson
2. lf-esteem
3. anxiety, risk-taking and inhibition
4. empathy
5. tolerance of ambiguity
vi. learning strategy and learning styles
e) What effects does instruction have on SLA?
i. Effectiveness of L2 instruction
1. On the order of acquisition
2. 拉马尔On the pace of acquisition
3. On the process of acquisition
ii. Learnability(hypothesis) : the idea (Manfred Pienemann) that a cond or foreign language learner’s acquisition of linguistic structures depends on how complex the structures are from a pschological processing point of view. Learnability is defined as the extent to which the linguistic material must be re-ordered and reoranged when mapping mantics and surface form
iii. Teachability(hypothesis) : the idea that the teachability of language is constrained by what the learners is ready to acqriure. Instruction can only promote acquisition if the interlanguage is clo to the point when the structure to be taught is learnable without instruction in natural ttings.
iv. The implicit and explicit knowledge
1. Implicit knowledge(procedural)
a) Formulaic: quences of elements that are stored and accesd as ready-made chunks
b) Rule-bad: unconscious knowledge of major and minor schemas consisting of abstract linguistic categories realizable lexically in an indefinite number of ntences/utterances.
2. Explicit knowledge(declarative)
a) Analyd: conscious awareness of minor and major schemas
b) Metalingual: lexical knowledge of technical and non-technical linguistic terminology
v. The non interface/ interface hypothesis
1. The non-interface hypothesis
2. The interface hypothesis
vi. Enhancing Adult SLA
1. Implicit language teaching
2. Focus on form
3. Incidental language learning
4. Task-bad language learning
5. Reconstruction
3. An Overview of Second Language Acquisition Rearch
a) Second vs. third language
b) Second vs. Foreign Language
