第二語(yǔ)言習(xí)得研究的社會(huì)學(xué)轉(zhuǎn)向

內(nèi)容概要

《第二語(yǔ)言習(xí)得研究的社會(huì)學(xué)轉(zhuǎn)向/西方語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)視野》編著者David
Block。
《第二語(yǔ)言習(xí)得研究的社會(huì)學(xué)轉(zhuǎn)向/西方語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)視野》內(nèi)容提要：本書(shū)主要講述在第二語(yǔ)言習(xí)得領(lǐng)域中社會(huì)學(xué)轉(zhuǎn)向的前景，對(duì)二語(yǔ)習(xí)得的主要概念和假設(shè)作了全面的點(diǎn)評(píng)，特別指出“輸入一互動(dòng)一輸出”
(IIO)模式忽略了社會(huì)語(yǔ)言學(xué)視角的研究。
在書(shū)中，作者博引應(yīng)用社會(huì)學(xué)理論的最新研究成果來(lái)研究二語(yǔ)習(xí)得的著作，試圖從社會(huì)學(xué)的視角來(lái)研究和解釋語(yǔ)言運(yùn)用和語(yǔ)言教學(xué)，并提出一個(gè)更加跨學(xué)科和社會(huì)性的二語(yǔ)習(xí)得研究方法。本書(shū)適合從事應(yīng)用語(yǔ)言學(xué)和二語(yǔ)習(xí)得研究的研究者、學(xué)習(xí)者及語(yǔ)言教師閱讀，其中文獻(xiàn)索引廣博，更是二語(yǔ)瑚得研究入門(mén)的必備用書(shū)。

作者簡(jiǎn)介

　　David Block，是英國(guó)倫敦大學(xué)教育學(xué)院的教授，主要研究興趣有：全球化及其對(duì)社會(huì)、社會(huì)語(yǔ)言學(xué)及教育的影響；新自由主義（neoliberalism）與應(yīng)用語(yǔ)言學(xué)；身份特征與語(yǔ)言學(xué)習(xí)、語(yǔ)言使用的相互關(guān)系等。他最近出版的著作還有：Neoliberalism andApplied Linguistics （Routledge，2012）（與J.Gray& M. Holborow合著，以及多篇語(yǔ)言教育與全球化相關(guān)的論文。

書(shū)籍目錄

《西方應(yīng)用語(yǔ)言學(xué)視野》總序
《第二語(yǔ)言習(xí)得前沿書(shū)系》序
《第二語(yǔ)言習(xí)得研究的社會(huì)學(xué)轉(zhuǎn)向》導(dǎo)讀
原書(shū)目錄
前言
致謝
第一章 前言
1．應(yīng)用語(yǔ)言學(xué)的社會(huì)學(xué)轉(zhuǎn)向：循蹤社會(huì)語(yǔ)言學(xué)前沿研究
2．“二語(yǔ)習(xí)得”(SLA)的社會(huì)學(xué)轉(zhuǎn)向
3．關(guān)于本書(shū)
4．幾點(diǎn)說(shuō)明
第二章 第二語(yǔ)言習(xí)得研究簡(jiǎn)史
1．簡(jiǎn)介
2．研究基礎(chǔ)
3．有計(jì)劃的無(wú)歷史性?
4．早期研究
5．20世紀(jì)60年代和70年代的研究
6．20世紀(jì)80年代及之后的研究
7．輸入一互動(dòng)一輸出(IIO)模式
第三章 第二語(yǔ)言習(xí)得中“第二”的含義
1．簡(jiǎn)介
2．“二語(yǔ)習(xí)得”研究中的單一語(yǔ)言主義
3．情境
4．討論
第四章 第二語(yǔ)言習(xí)得中“語(yǔ)言”的含義
1．簡(jiǎn)介：從語(yǔ)言能力到交際能力
2．輸入一互動(dòng)一輸出模式：從交際能力到意義協(xié)商
3．任務(wù)
4．意義協(xié)商
5．二語(yǔ)習(xí)得中對(duì)語(yǔ)言的批評(píng)
6．在社會(huì)情境下進(jìn)行SLA研究
7．小結(jié)
第五章 第二語(yǔ)言習(xí)得中“習(xí)得”的含義
1．簡(jiǎn)介
2．Krashen與習(xí)得／學(xué)習(xí)的區(qū)分
3．輸入一互動(dòng)一輸出框架中習(xí)得即是信息處理
4．對(duì)信息處理的批評(píng)
5．費(fèi)斯(F'irth)和瓦格納(Wagner)1997年引發(fā)的辯論
6．社會(huì)文化理論
7．活動(dòng)理論
8．“拿來(lái)”理論    
9．習(xí)得概念的拓展
lO．習(xí)得即是(能動(dòng)性的)活動(dòng)
11．小結(jié)
第六章 第二語(yǔ)言習(xí)得研究的未來(lái)
1．簡(jiǎn)介
2．二語(yǔ)習(xí)得研究文本的預(yù)測(cè)
3．二語(yǔ)習(xí)得研究文獻(xiàn)綜述的預(yù)測(cè)
4．在已編輯文獻(xiàn)中的總結(jié)篇章 
5．二語(yǔ)習(xí)得研究中的文化轉(zhuǎn)向
6．語(yǔ)用學(xué)
7．學(xué)習(xí)者身份與其語(yǔ)言學(xué)習(xí)經(jīng)驗(yàn)的價(jià)值
8．Tarone和Liu的研究
9．Teutsch—Dwyer的著作
lO．小結(jié)
參考文獻(xiàn)
術(shù)語(yǔ)索引

章節(jié)摘錄

　　The second phenomenon was the development of a strong theory of language，which has come be known as American strucruralist linguisrics. According to thisschool of linguistics， the linguist first gathered language data in naturalistic settingsand then， working inductively， wrote the rules of the language. The goal， as Hakutaand Cancino put it， 'was to characterize the syntactic srructure ofsentences in termsof their grammatical categories and surface arrangements' （Hakura and Cancino1977: 295）. There was no atrempt to provide explanations as to why languagesworked as they did （this was considered to be outside the remit of the linguist， whosejob it was to describe， not explain）， although there was a theory of how languageswere learned. This brings us to the third phenomenon that contribured to the earlydeveIODment SLA as a field oF research: behaviourism.　　Behaviourism is based on the belief that all human behaviour is the productof conditioning. Conditioning excludes any consideration of thoughts， feelings，inrentions， in short mental processes in general， and is concerned exclusivelywith observable， mind-external causes of behaviour. These strong beliefs led earlybehaviourists such as John B. Watson （1919） to argue that a complex and thorough understanding of human behaviour could be reached if psychologists modelled theirresearch methodology on that of animal psychologists studying the behaviour ofrats in laboratory experiences. However， despite the association of human beingswith rats in laboratories （which is perhaps the most famous legacy of this branchof psychology）， it was not Warson's stated intention to confine psychology to thelaboratory. Indeed， he explicily stated in his 1919 book Psychology from the Stand-point of a Behaviorist， that， psychology should have practical application for day-to-day activities， such as work， leisure and sex.　　One application of Warson's ideas to che real world occurs in the work ofBloomfield. In 1933， Bloomfield published his classic Language which， accordingto Gass and Selinker， 'provides the most elaborate description of the behaviouristposition with regard to language' （Gass and Selinker 1994: 56）. In this book，Bloomfield argues that children learn their first language via a sequence of eventsthat involves the association of uttered sounds with positive and negative responseswhich lead to reinforcement or a change in behaviour. Loyal to his structuralistlinguistic roots， Bloomfield believed the study oflanguage and language learning tobe exclusivelv about observable behaviour.　　The result of these three phenomena coming rogether （i.e. the sudden increasein interest in foreign language teaching and learning， structuralist linguistics andbehaviourism） was not the beginning of SLA as we know it today， but it did layits foundations. There certainly was a clear idea of what the three words， 'second'，'language' and 'acquisition'， meant: there was a theory oflanguage， there was a theoryof learning or acquisition and there was an idea that the 'second' in the formulareferred to language learning in a formal （classroom） contexr.- There was also atangible result of this new interest in how individuals learned second languages. First，there was the publication in 1945 0f Charles Fries's Teaching and Learning Englishas a Foreign Language， in which the author laid out a research programme whichconsisred of （1） the detailed description of the morphology， phonology and syntax oflanguages， and （2） the comparison of languages so described. The goal was todemarcate common ground and differences so that predictions might be made aboutlanguage-learning behaviour， in particular difficulties that learners would experiencewhen learning a particular language as well as the areas which they would find easyas a result of similarities with their mother tongue， The second tangible result of thenew interest in language learning was the founding， in　1 948， ofthe first internationaljournal to publish articles which were exposirions of early SLA theory， LanguageLearning. The journal was published at Fries's research centre at the University ofMichigan， the English Language Institute， itself founded several years earlier， in1941.　　……

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