《應用語言學》課程教學大綱-

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1、 《應用語言學》課程教學大綱 課程代碼： ENGL2049 課程類別： 專業(yè)選修課 授課對象： 英語、英語師范專業(yè) 開課學期： 秋（第 7學期） 學分： 2 主講教師： 指定教材： 1. 《應用語言學》（第二版），樂眉云主編，南京師范大學出版社，2004 年。 2. 《第二語言習得研究與外語學習》 ，丁言仁，上海外語教育出版社， 2004 年。 教學目的（含課程內(nèi)容和考核方式） 應用語言學有狹義和廣義之分。 狹義的應用語言學專指語言教學， 特別是指第二語言教學或外語教學。 廣義的應用語言學則涵

2、蓋所有與語言和語言學應用有關的學科，包括第二語言習得、社會語言學、心理語言學、神經(jīng)語言學等等。本課程將重點選取與學生英語學習密切相關的領域——即第二語言習得和第二語 言教學——進行分析和討論。 本課程是面向英語和英語教育專業(yè)所有學生的一門專業(yè)選修課， 其教學目的 為： 幫助學生了解第二語言習得和第二語言教學方面的基本理論和主要論題， 培養(yǎng)學生的研究興趣和一定的批評能力； 引導學生自覺地運用應用語言學原理指導和促進英語學習；掌握基本的應用語言學研究方法，為撰寫畢業(yè)論文打下基礎。 本課程分三個模塊， 主要內(nèi)容 包括： 模塊一：第二語言習得，

3、包括學習者語言 / 中介語、影響第二語言習得的外在因素、第二語言習得的內(nèi)在機制、學習者個體差異、 二語習得理論、課堂教學與第二語言習得等。 模塊二：第二語言教學，包括語言技能（包括聽、說、讀、寫）的教學和語言評 估。 模塊三：應用語言學的研究方法和論文寫作。 考核方式 ：課堂討論（ 20%），課外文獻閱讀（ 30%），以小組為單位的項目報告（ 50%）。 第一課 Orientation 課時：第一周，共 2課時 教學內(nèi)容： 第一節(jié) 1 What is applied lingui

4、stics? The Role of Applied Linguistics The Nature of Applied Linguistics 第二節(jié) Why should we study applied linguistics? Applied Linguistics and the Language Teacher 思考題 : 1. What is the relationship between Linguistics and applied linguistics: hierarchy or partnership? 2. C

5、an there be a unitary theory of applied linguistics, or indeed do theories of applied linguistics exist at all? 3. Should applied linguists be theoretical? 模塊一（第 2課——第 8課）： Essential Concepts and Theories in SLA 第二課 Puzzles in SLA & The Influence of Behaviorism 課時：第二周，共 2課時 教學內(nèi)容

6、 第一節(jié) SLA as a Field of Learning Issues for Exploration 第二節(jié) The “Interference ” of L1 The behaviorist Understanding of SLA Contrastive Analysis Criticism from Empirical Research 思考題： 1. Think of more features on which students make errors sometimes but do fairly well othe

7、r times. Describe the conditions under which they tend to err and those under which they tend to get it correct. 2. Think of a few areas of difficulty for advanced Chinese learners of English. Do there areas represent features that are overtly or slightly different from their Chinese counterpa

8、rts? 第三課 The “Chomskyan Revolution ” 課時：第三周，共 2課時 教學內(nèi)容 第一節(jié) Chomskyan Linguistics Criticisms of Chomskyan Linguistics 第二節(jié) Interlanguage Hypothesis Error analysis 2 思考題： 1. Give examples of errors young children make when they are learning to speak

9、 Chinese. You may recall the errors you yourself made when you were little. 2. Sometimes sentences 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 use one but not th

10、e other. 第四課 Natural Order and comprehensible Input 課時：第四周，共 2課時 教學內(nèi)容 第一節(jié) Natural Order Hypothesis Morpheme Studies and Their findings 第二節(jié) Problems with Error Analysis and Morpheme Studies Comprehensible Input Hypothesis 思考題： 1. If you know any international stud

11、ents or any other non-native speakers of Chinese, carefully observe their speech. Do they make errors that are similar to those you once made when you were a child? 2. What are the flaws in Krashen’s Comprehensible Input Hypothesis? 第五課 Variability in Performance and Acquisition 課時

12、：第五周，共 2課時 教學內(nèi)容 第一節(jié) Variability in L1 Use Variability in L2 Language Learner 第二節(jié) Role of Variability in SLA Learner Variation 思考題： 1. Discuss the possible reasons for the L2 performance variation found in the Foster and Skehan study and Zhu Lingzhi ’s study. 2. Think

13、 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 namea few. Discuss, in small groups, how different character traits affect languag

14、e learning differently, and what traits are associated with good language learning and why. 3 第六課 Input and Interaction 課時：第六周，共 2課時 教學內(nèi)容 第一節(jié) Input and Interaction in L1 Acquisition Input and Interaction in Natural Settings Input and Interaction in

15、 Classroom Settings Effects of Input and Interaction on SLA 第二節(jié) Criticism of the Interaction Hypothesis Swain’ s Output Hypothesis Empirical Studies on the Role of Interaction 思考題： 1. In China, we use Chinese all the time, but we may still suddenly fail to recall a term (or

16、 name of a person) we want to use. 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 overseas who was using Chinese as his or her L2. Howso

17、on did you becomeaware that this person might have trouble following you? What did you do to modify your speech so that you could be correctly understood? 第七課 Learner Strategies 課時：第七周，共 2課時 教學內(nèi)容 第一節(jié) Production Strategies Communication Strategies 第二節(jié) Learning Strategies

18、 The Role of Memorization Strategies 思考題： 1. Presumably, production strategies will help us with production and communication, but will they also help us with L2 learning? Are there any strategies that do not facilitate our learning? 2. Goover the list of cognitive strategies in Table 7.1 (

19、P.167-170) again. Of the 15 strategies listed, how many of them have to do with understanding the auditory or printed material? Howmany of them have to do with memorizing words and phrases? How many of them have to do with learning and applying syntactic rules? 第八課 Noticing the Nativ

20、e Speaker Selection 課時：第八周，共 2課時 教學內(nèi)容 4 第一節(jié) The Noticing Hypothesis Effects of the Noticing Hypothesis 第二節(jié) Noticing the Native Speaker Selection A New Model of Language 思考題： 1. Howwould you compare Schumann’s research with Schmidt ’ s? Which of them is

21、closer to your own experience of learning English or another foreign language? 2. Give an example of a situation in which you yourself succeeded in understanding or communication even though you did not have the necessary vocabulary. 模塊二 （第 9課——第 13課）： Language Skills and Assessment

22、 第九課 Listening 課時：第九周，共 2課時 教學內(nèi)容 第一節(jié) What is listening? Issues in listening 第二節(jié) How do we gain insights in listening? From Theory to Practice: Issues in Teaching L2 Listening 思考題： 1. What do you think are the difficulty factors in listening? 2. In manyChinese ESLc

23、lassrooms, teachers are mostly “testing ” rather than teaching listening. What is your opinion about this phenomenon? What can the teachers do to“teach ” the students how to listen? 第十課 Speaking and Pronunciation 課時：第十周，共 2課時 教學內(nèi)容 第一節(jié) What are Speaking and Pronunciation? Issue

24、s in Speaking Issues in Pronunciation 第二節(jié) Implications for Pedagogy 思考題： 1. Should speaking activities focus on texts or sentences? 2. What procedures are there specifically for pronunciation teaching? 5 第十一課 Reading 課時：第十一周，共 2課時 教學內(nèi)容 第一節(jié) What is Re

25、ading? Reading in a Second Language L2 Reading vs L1 Reading 第二節(jié) Issues in L2 Reading Implications of L2 Research for Instruction 思考題： 1. Discuss the contributing role of vocabulary knowledge for L2 reading abilities. 2. It is generally agreed that extensive reading should be

26、 a component of almost any reading program. To what extent should extensive reading be balanced with an intensive reading program containing well-considered reading instruction (for example, in reading strategies, in vocabulary, etc.)? 第十二課 Writing 課時：第十二周，共 2課時 教學內(nèi)容 第一節(jié)

27、 Demystifying Writing Aspects of Writing 第二節(jié) Second Language Writing: Theory, Research, and Pedagogy 思考題： 1. Comment on the three L2 writing approaches: controlled composition, the paragraph pattern approach and the process approach. 第十三課 Assessment 課時：第十三周，共 2課時 教學內(nèi)容 第一節(jié)

28、 What is Language Assessment? Fundamental Issues in Language Assessment 第二節(jié) Language Assessment and Language Teaching 思考題： 1. Define the term “ validity ”. 2. Discuss the relationship between language assessment and language teaching. 6 模塊三 （第十四周——第十八周） :

29、 Research Methods and Thesis Writing 第十四課 Research Methods in Applied linguistics 課時：第十四周，共 2課時 教學內(nèi)容 第一節(jié) What is research? Developing research questions Selecting research designs 第二節(jié) A survey study An experimental study A case study 思考題： 1. What tasks does a

30、 researcher have to accomplish if a piece of research is conducted effectively? 2. What are the important differences between quantitative and qualitative designs? 第十五課 Writing Up a Research Report 課時：第十五周，共 2課時 教學內(nèi)容 第一節(jié) The structure of a thesis / research report Writing an int

31、roduction Writing a literature review Describing methodology Reporting results and discussion Writing the conclusion chapter 第二節(jié) Academic writing style APA writing format 思考題： 1. Try to get a copy of an undergraduate thesis or an MAthesis. Work with a group to comment on i

32、ts structure, language, format, etc. Reading Week ( 第十六周 ) 第十七課 Project Report (1) 第十八課 Project Report (2) 7 主要參考文獻： 1. 《英語語言學綱要》，丁言仁、郝克，上海外語教育出版社，2001 年。 2. Brown, H. D. 1994. Principles of language learning and teaching . Pearson Hal

33、l Regents. [《語言學習和語言教學的原則》，外語教學與研 究出版社， 2002 年] Strategies in learning and using a second language . 3. Cohen, A. D. 1998. Addison Wesley Longman Limited. [ 《學習和運用第二語言的策略》，外 語與教學研究出版社， 2000 年] 4. McCarthy, M. 2001. Issues in applied linguistics . Cambridge: CUP.

34、 [《應 用語言學論題》，世界圖書出版公司， 2006 年] 5. Schmitt, N. 2002. An introduction to applied linguistics. London: Arnold. [ 《應用語言學入門》，世界圖書出版公司， 2008 年 ] 6. Wen, Q. F. 2004. Research methods and thesis writing . Beijing: Foreign Language Teaching and Research Press. 2009-11-30 8