《應(yīng)用語言學(xué)》課程教學(xué)大綱

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1、《應(yīng)用語言學(xué)》課程教學(xué)大綱 課程代碼：ENGL2049 課程類別：專業(yè)選修課 授課對(duì)象：英語、英語師范專業(yè) 開課學(xué)期：秋（第7學(xué)期） 學(xué)分： 2 主講教師： 指定教材： 1. 《應(yīng)用語言學(xué)》（第二版），樂眉云主編，南京師范大學(xué)出版社，2004年。 2. 《第二語言習(xí)得研究與外語學(xué)習(xí)》，丁言仁，上海外語教育出版社，2004年。 教學(xué)目的（含課程內(nèi)容和考核方式） 應(yīng)用語言學(xué)有狹義和廣義之分。狹義的應(yīng)用語言學(xué)專指語言教學(xué)，特別是指第二語言教學(xué)或外語教學(xué)。廣義的應(yīng)用語言學(xué)則涵蓋所有與語言和語言學(xué)應(yīng)用有關(guān)的學(xué)科，包括第二語言習(xí)得、社會(huì)語言學(xué)、心理語言學(xué)、神經(jīng)語言學(xué)等等。

2、本課程將重點(diǎn)選取與學(xué)生英語學(xué)習(xí)密切相關(guān)的領(lǐng)域——即第二語言習(xí)得和第二語言教學(xué)——進(jìn)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(xué)生的一門專業(yè)選修課，其教學(xué)目的為： l 幫助學(xué)生了解第二語言習(xí)得和第二語言教學(xué)方面的基本理論和主要論題，培養(yǎng)學(xué)生的研究興趣和一定的批評(píng)能力； l 引導(dǎo)學(xué)生自覺地運(yùn)用應(yīng)用語言學(xué)原理指導(dǎo)和促進(jìn)英語學(xué)習(xí)； l 掌握基本的應(yīng)用語言學(xué)研究方法，為撰寫畢業(yè)論文打下基礎(chǔ)。 本課程分三個(gè)模塊，主要內(nèi)容包括： 模塊一：第二語言習(xí)得，包括學(xué)習(xí)者語言/中介語、影響第二語言習(xí)得的外在因素、第二語言習(xí)得的內(nèi)在機(jī)制、學(xué)習(xí)者個(gè)體差異、二語習(xí)得理論、課堂教學(xué)與第二語

3、言習(xí)得等。 模塊二：第二語言教學(xué)，包括語言技能（包括聽、說、讀、寫）的教學(xué)和語言評(píng)估。 模塊三：應(yīng)用語言學(xué)的研究方法和論文寫作。 考核方式：課堂討論（20%），課外文獻(xiàn)閱讀（30%），以小組為單位的項(xiàng)目報(bào)告（50%）。 第一課 Orientation 課時(shí)：第一周，共2課時(shí) 教學(xué)內(nèi)容： 第一節(jié) What is applied linguistics? The Role of Applied Linguistics The Nature of Applied Linguistics 第二節(jié) Why should we study applied

4、 linguistics? Applied Linguistics and the Language Teacher 思考題: 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 applie

5、d 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(shí)：第二周，共2課時(shí) 教學(xué)內(nèi)容 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 Ana

6、lysis Criticism from Empirical Research 思考題： 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 those under which they tend to get it correct. 2. Think of a few areas of difficulty for advance

7、d Chinese learners of English. Do there areas represent features that are overtly or slightly different from their Chinese counterparts? 第三課 The “Chomskyan Revolution” 課時(shí)：第三周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) Chomskyan Linguistics Criticisms of Chomskyan Linguistics 第二節(jié) Interlanguage Hypothesis Error analysi

8、s 思考題： 1. Give examples of errors young children make when they are learning to speak 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.” Wh

9、at are their differences? Think of situations in which you can use one but not the other. 第四課 Natural Order and comprehensible Input 課時(shí)：第四周，共2課時(shí) 教學(xué)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 I

10、nput Hypothesis 思考題： 1. If you know any international students 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

11、 Variability in Performance and Acquisition 課時(shí)：第五周，共2課時(shí) 教學(xué)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

12、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 trai

13、ts affect language learning differently, and what traits are associated with good language learning and why. 第六課 Input and Interaction 課時(shí)：第六周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) Input and Interaction in L1 Acquisition Input and Interaction in Natural Settings Input and Interaction in Classroom Settings Effect

14、s 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 name of a person) we want to use. What d

15、o 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. How soon did you become aware that this person might h

16、ave 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(shí)：第七周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) Production Strategies Communication Strategies 第二節(jié) Learning Strategies The Role of Memorization Strategies 思考題： 1. Presumably, prod

17、uction 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. Go over the list of cognitive strategies in Table 7.1 (P.167-170) again. Of the 15 strategies listed, how many of them have

18、 to do with understanding the auditory or printed material? How many 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 Native Speaker Selection 課時(shí)：第八周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) The Noticing Hypothesis Effects of

19、 the Noticing Hypothesis 第二節(jié) Noticing the Native Speaker Selection A New Model of Language 思考題： 1. How would you compare Schumann’s research with Schmidt’s? Which of them is closer to your own experience of learning English or another foreign language? 2. Give an example of a situation in

20、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 第九課 Listening 課時(shí)：第九周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) What is listening? Issues in listening 第二節(jié) How do we gain insights in listenin

21、g? 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 many Chinese ESL classrooms, teachers are mostly “testing” rather than teaching listening. What is your opinion about this phenomenon? What can the teachers do t

22、o “teach” the students how to listen? 第十課 Speaking and Pronunciation 課時(shí)：第十周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) What are Speaking and Pronunciation? Issues 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 proce

23、dures are there specifically for pronunciation teaching? 第十一課 Reading 課時(shí)：第十一周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) What is Reading? 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 vocabular

24、y knowledge for L2 reading abilities. 2. It is generally agreed that extensive reading should be 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 s

25、trategies, in vocabulary, etc.)? 第十二課 Writing 課時(shí)：第十二周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) 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 pro

26、cess approach. 第十三課 Assessment 課時(shí)：第十三周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) 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.

27、 模塊三 （第十四周——第十八周）: Research Methods and Thesis Writing 第十四課 Research Methods in Applied linguistics 課時(shí)：第十四周，共2課時(shí) 教學(xué)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 doe

28、s a 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(shí)：第十五周，共2課時(shí) 教學(xué)內(nèi)容 第一節(jié) The structure of a thesis / research report Writing an introduct

29、ion 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 MA thesis. Work with a group to comment on its structur

30、e, language, format, etc. Reading Week (第十六周) 第十七課 Project Report (1) 第十八課 Project Report (2) 主要參考文獻(xiàn)： 1. 《英語語言學(xué)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 Hall Regents. [《語言學(xué)習(xí)和語言教學(xué)的原則》，外語教學(xué)與研究出版社，2002年] 3. Cohen, A. D. 1

31、998. Strategies in learning and using a second language. Addison Wesley Longman Limited. [《學(xué)習(xí)和運(yùn)用第二語言的策略》，外語與教學(xué)研究出版社，2000年] 4. McCarthy, M. 2001. Issues in applied linguistics. Cambridge: CUP. [《應(yīng)用語言學(xué)論題》，世界圖書出版公司，2006年] 5. Schmitt, N. 2002. An introduction to applied linguistics. London: Arnold. [《應(yīng)用語言學(xué)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