第二語言學(xué)習(xí)與教學(xué)

內(nèi)容概要

《第二語言學(xué)習(xí)與數(shù)學(xué)》介紹了第二語言習(xí)得研究的一些觀點以及這些觀點對語言教學(xué)的指導(dǎo)，是寫給從事英語第二語言數(shù)學(xué)的教師和攻讀應(yīng)用語言學(xué)專業(yè)的研究生的一本專著。
《第二語言學(xué)習(xí)與數(shù)學(xué)》第一版出版后，在第二語言教學(xué)界產(chǎn)生了廣泛的影響，現(xiàn)出版的第四版在內(nèi)容上有很多更新和補充，重點論述了第二語言學(xué)習(xí)者的特點和第二語言在不同環(huán)境中的使用。

書籍目錄

Acknowledgements
Note to teachers
1  Background to second language acquisition research and language
teaching
  1.1  The scope of this book
  1.2  Common assumptions of language teaching
  1.3  What is second language acquisition research?
  1.4  What a teacher can expect from SLA research
  1.5  Some background ideas of SLA research
    Discussion topics
    Further reading
    Glosses on language teaching methods
2  Learning and teaching different types of grammar
  2.1   What is grammar?
  2.2  Structure words, morphemes and sequences of acquisition
  2.3  The processability model
  2.4   Principles and parameters grammar
  2.5   L2 learning of grammar and L2 teaching
  2.6  The role of explicit grammar in language teaching
    Discussion topics
    Further reading
    Some grammatical terms
3  Learning and teaching vocabulary
  3.1  Word frequency
  3.2  Knowledge of words
  3.3  One word-store or two in the L2 user's mind?
  3.4  Types of meaning
  3.5  Strategies for understanding and learning vocabulary
  3.6  Vocabulary and teaching
    Discussion topics
    Further reading
    Answers to Box 3.1
4  Acquiring and teaching pronunciation
  4.1  Phonemes and second language acquisition
  4.2  Learning syllable structure
  4.3  General ideas about phonology learning
  4.4  Choosing a model for teaching pronunciation
  4.5  Learning and teaching pronunciation
  4.6  Learning and teaching intonation
    Discussion topics
    Further reading
5  Acquiring and teaching a new writing system
  5.1  Writing systems
  5.2  Spelling
  5.3  Punctuation
  5.4  The writing system and language teaching
    Discussion topics
    Further reading
    Answer to Box 5.1
    Answer to Box 5.8
6  Strategies for communicating and learning
  6.1  Communication strategies
  6.2  Learning strategies: how do learners vary in their
approaches to L2 learning?
    Discussion topics
    Further reading
    Answers to Box 6.1
7  Listening and reading processes
  7.1  Meaning and reading
  7.2  Listening processes
    Discussion topics
    Further reading
8  Individual differences in L2 users and L2 learners
  8.1  Motivation for L2 learning
  8.2  Attitudes
  8.3  Aptitude: are some people better at learning a second
language than others?
  8.4  Age: are young L2 learners better than old learners?
  8.5  Are other personality traits important to L2 learning?
    Discussion topics
    Further reading
9  Classroom interaction and Conversation Analysis
  9.1  Language and interaction inside the classroom
  9.2  Language input and language learning
  9.3  Describing conversation
    Discussion topics
    Further reading
10  The L2 user and the native speaker
  10.1  The L2 user versus the native speaker in language teaching
  10.2  Codeswitching by second language users
  10.3  Using the first language in the classroom
  10.4  Are native speakers better language teachers?
  10.5  International languages: English as lingua franca (ELF)
    Discussion topics
    Further reading
11  The goals of language teaching
  11.1  The different roles of second languages in people's lives
  11.2  Language and groups of speakers
  11.3  The goals of language teaching
    Discussion topics
    Further reading
12  General models of L2 learning
  12.1  Universal Grammar
  12.2  Processing models
  12.3  The socio-educational model
  12.4  The interaction approach
  12.5  Sociocultural SLA theory
  12.6  Multi-competence - the L2 user approach
  12.7  General issues
    Discussion topics
    Further reading
13  Second language learning and language teaching styles
  13.1  The academic style
  13.2  The audio-lingual style
  13.3  The communicative style
  13.4  The task-based learning style
  13.5  The mainstream EFL style
  13.6  Other styles
  13.7 Conclusions
    Discussion topics
    Further reading
List of coursebooks mentioned
References
Index

章節(jié)摘錄

　　Teaching methods usually incorporate a view of L2 learning， whether implicitlyor explicitly. Grammar-translation teaching， for example， emphasizes explana-tions of grammatical points because this fits in with its view that L2 learning is theacquisition of conscious knowledge. Communicative teaching methods requirethe students to talk to each other because they see L2 learning as growing out ofthe give-and-take of communication. For the most part， teaching methods havedeveloped these ideas of learning independently from SLA research. They are notbased， for example， on research into how learners use grammatical explanationsor how they learn by talking to each other. More information about how learnersactually learn helps the teacher to make any method more effective and can putthe teacher's hunches on a firmer basis.　　……

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