《应用语言学》课程教学大纲
课程代码：ENGL2049
课程类别：专业选修课
授课对象：英语、英语师范专业
开课学期：秋（第7学期）
学分： 2
主讲教师：王宇
指定教材：
1. 《应用语言学》（第二版），乐眉云主编，南京师范大学出版社，2004年。
2. 《第二语言习得研究与外语学习》，丁言仁，上海外语教育出版社，2004年。
教学目的（含课程内容和考核方式）
应用语言学有狭义和广义之分。狭义的应用语言学专指语言教学，特别是指第二语言教学或外语教学。广义的应用语言学则涵盖所有与语言和语言学应用有关的学科，包括第二语言习得、社会语言学、心理语言学、神经语言学等等。本课程将重点选取与学生英语学习密切相关的领域——即第二语言习得和第二语言教学——ol风格进行分析和讨论。
本课程是面向英语和英语教育专业所有学生的一门专业选修课，其教学目的为：
● 帮助学生了解第二语言习得和第二语言教学方面的基本理论和主要论题，培养学生的研究兴趣和一定的批评能力；
● 引导学生自觉地运用应用语言学原理指导和促进英语学习；
● 掌握基本的应用语言学研究方法，为撰写毕业论文打下基础。
本课程分三个模块，主要内容包括：
模块一：第二语言习得，包括学习者语言/中介语、影响第二语言习得的外在因素、第二语言习得的内在机制、学习者个体差异、二语习得理论、课堂教学与第二语言习得等。
模块二：第二语言教学，包括语言技能（包括听、说、读、写）的教学和语言评估。
模块三：应用语言学的研究方法和论文写作。
考核方式：课堂讨论（20%），课外文献阅读（30%），以小组为单位的项目报告（50%）。
第一课 Orientation
课时：第一周，共2课时
教学内容：
第一节
What is applied linguistics?
The Role of Applied Linguistics
The Nature of Applied Linguistics
第二节
Why should we study applied linguistics?
Applied Linguistics and the Language Teacher
白心火龙果
思考题:
1. What is the relationship between Linguistics and applied linguistics: hierarchy or partnership?
2. Can there be a unitary theory of applied linguistics, or indeed do theories of applied linguistics exist at all?
3. Should applied linguists be theoretical?
模块一（第红旗渠干部学院2课——第8课）：Esntial Concepts and Theories in SLA
第二课 Puzzles in SLA & The Influence of Behaviorism
课时：第二周，共2设计房子课时浮想联翩什么意思
教学内容
第一节
affect名词
SLA as a Field of Learning
Issues for Exploration
第二节
The “Interference” of L1
The behaviorist Understanding of SLA
Contrastive Analysis
Criticism from Empirical Rearch
思考题：
1. Think of more features on which students make errors sometimes but do fairly well other times. Describe the conditions under which they tend to err and tho under which they tend to get it correct.
形容熟练的成语2. Think of a few areas of difficulty for advanced Chine learners of English. Do there areas reprent features that are overtly or slightly different from their Chine counterparts?
第三课 The “Chomskyan Revolution”
课时：第三周，共2课时
教学内容
第一节
Chomskyan Linguistics
Criticisms of Chomskyan Linguistics
第二节
Interlanguage Hypothesis
Error analysis
思考题：
1. Give examples of errors young children make when they are learning to speak Chine. You may recall the errors you yourlf made when you were little.
2. Sometimes ntences may look similar, but their functions can be very different. Compare “Jack comes here” with “Here comes Jack.” What are their differences? Think of situations in which you can u one but not the other.
第四课 Natural Order and comprehensible Input
课时：第四周，共2课时
教学内容
第一节多少钱的英语
Natural Order Hypothesis
Morpheme Studies and Their findings
第二节
Problems with Error Analysis and Morpheme Studies
Comprehensible Input Hypothesis
思考题：
1. If you know any international students or any other non-native speakers of Chine, carefully obrve their speech. Do they make errors that are similar to tho you once made when you were a child?
2. What are the flaws in Krashen’s Comprehensible Input Hypothesis?
第五课 Variability in Performance and Acquisition
课时：第五周，共2课时
教学内容
第一节
Variability in L1 U
Variability in L2 Language Learner
第二节
Role of Variability in SLA
Learner Variation
思考题：
1. Discuss the possible reasons for the L2 performance variation found in the Foster and Skehan study and Zhu Lingzhi’s study.
2. Think of as many categories as you can that would characterize your current and former classmates, such as extroverts, introverts, bookworms, athletes, loners, born leaders, social butterflies, teachers’ pets, to name a few. Discuss, in small groups, how different character traits affect language learning differently, and what traits are associated with good language learning and why.
第六课 Input and Interaction
课时：第六周，共2课时
教学内容
第一节
Input and Interaction in L1 Acquisition
Input and Interaction in Natural Settings
Input and Interaction in Classroom Settings
Effects of Input and Interaction on SLA
第二节
Criticism of the Interaction Hypothesis
Swain’s Output Hypothesis
Empirical Studies on the Role of Interaction
思考题：
1. In China, we u Chine all the time, but we may still suddenly fail to recall a term (or name of a person) we want to u. What do you do if this happens to you when you are (1) shopping, (2) visiting a university president, or (3) delivering a speech to a large audience?
2. Recall one of your encounters with a person from overas who was using Chine as his or her L2. How soon did you become aware that this person might have trouble following you? What did you do to modify your speech so that you could be correctly understood?
第七课 Learner Strategies
课时：第七周，共2课时
