蓋蘇珊應(yīng)用語(yǔ)言學(xué)自選集-上

前言

　　“世界應(yīng)用語(yǔ)言學(xué)名家自選集”叢書收錄世界知名應(yīng)用語(yǔ)言學(xué)家的學(xué)術(shù)論文和專著章節(jié)，結(jié)集成書，共10部。本叢書的出版可填補(bǔ)兩方面的空白：1.以世界知名應(yīng)用語(yǔ)言學(xué)家為主線的自選集；2.以應(yīng)用語(yǔ)言學(xué)學(xué)科為主題的系列叢書。應(yīng)用語(yǔ)言學(xué)有狹義和廣義之分，狹義的應(yīng)用語(yǔ)言學(xué)指跟語(yǔ)言教學(xué)密切相關(guān)的學(xué)科，如二語(yǔ)習(xí)得、教學(xué)法、語(yǔ)言測(cè)試等；廣義的應(yīng)用語(yǔ)言學(xué)則指利用語(yǔ)言學(xué)的理論解決社會(huì)生活的實(shí)際問(wèn)題的邊緣學(xué)科，如社會(huì)語(yǔ)言學(xué)、翻譯學(xué)、詞典學(xué)、文體學(xué)等。本叢書除有些學(xué)者的研究集中于狹義的應(yīng)用語(yǔ)言學(xué)概念之外，一般采用廣義應(yīng)用語(yǔ)言學(xué)的概念?！　”緟矔x用的文章多散見(jiàn)于國(guó)外學(xué)術(shù)期刊、論文集和專著，時(shí)間跨度較大，讀者不易覓得。這些文章匯集成自選集，充分展示了諸位名家對(duì)應(yīng)用語(yǔ)言學(xué)各分支學(xué)科的研究脈絡(luò)，是應(yīng)用語(yǔ)言學(xué)研究領(lǐng)域不可多得的資料，可作為英語(yǔ)教師、英語(yǔ)專業(yè)研究生、師范院校英語(yǔ)本科生等從事科研、撰寫論文的參考文獻(xiàn)。　　叢書編寫體例如下：　　一、收錄發(fā)表于學(xué)術(shù)期刊、論文集中的學(xué)術(shù)論文以及學(xué)術(shù)演講，文章字?jǐn)?shù)無(wú)嚴(yán)格限制。專著中的章節(jié)酌情收錄?！　《⑺照撐牡恼Z(yǔ)言僅限英語(yǔ)?！　∪?、所收論文的內(nèi)容須與應(yīng)用語(yǔ)言學(xué)有關(guān)，純語(yǔ)言學(xué)理論、文學(xué)研究、國(guó)情研究類論文不收錄?！　∷摹⑺照撐拇蠖酁樵寻l(fā)表過(guò)的文章，基本保持原貌以尊重歷史的真實(shí)。文章一般注明論文發(fā)表的時(shí)間和發(fā)表刊物的名稱（或論文集、專著書名）和期號(hào)（或出版社名）。文章格式也基本保持發(fā)表時(shí)的原貌。未在刊物上發(fā)表過(guò)的文章，如演講等，則注明對(duì)外發(fā)布（成稿）的時(shí)間、地點(diǎn)和場(chǎng)合?！　∥濉⒆髡呖蓪⑿碌挠^點(diǎn)以尾注的方式放在相應(yīng)論文的后面，表明作者目前的觀點(diǎn)與當(dāng)時(shí)有所不同?！　×⒚坎窟x集作者撰寫自序，詳細(xì)地記錄作者求學(xué)、教學(xué)、治學(xué)的經(jīng)歷和感悟。書后附有作者主要學(xué)術(shù)著述的目錄。

內(nèi)容概要

　　《蓋蘇姍應(yīng)用語(yǔ)言學(xué)自選集(上)》收錄了世界知名應(yīng)用語(yǔ)言學(xué)家的學(xué)術(shù)論文，是國(guó)內(nèi)首次以國(guó)際著名應(yīng)用語(yǔ)言學(xué)家為主線的自選集。入選文章多散見(jiàn)于國(guó)際學(xué)術(shù)期刊，且時(shí)間跨度很大，讀者不易尋得。自選集展示了作者在應(yīng)用語(yǔ)言學(xué)方面的研究脈絡(luò)，匯集成叢書，是應(yīng)用語(yǔ)言學(xué)研究不可多得的資料。本叢書讀者對(duì)象為英語(yǔ)教師、英語(yǔ)專業(yè)研究生、本科生等，可作為其從事科研、撰寫論文的參考文獻(xiàn)?！渡w蘇姍應(yīng)用語(yǔ)言學(xué)自選集(上)》為美國(guó)密歇根州立大學(xué)語(yǔ)言及語(yǔ)言學(xué)系教授蓋蘇珊（susanGass）有關(guān)第二語(yǔ)言習(xí)得等方面的研究論文的精選?！渡w蘇姍應(yīng)用語(yǔ)言學(xué)自選集(上)》凝聚了她從教四十余年的治學(xué)心得，體現(xiàn)了她在應(yīng)用語(yǔ)言學(xué)領(lǐng)域所作出的卓越貢獻(xiàn)。

作者簡(jiǎn)介

　　Susan Gass is University DistinguishedProfessor in the Department of Linguistics andLanguages at Michigan State University whereshe serves as Director of the English LanguageCenter and Co-Director of the Center forLanguage Education and Research. She isthe winner of numerous awards including theDistinguished Faculty Award at Michigan StateUniversity and the Distinguished Scholarshipand Service Award of the American Associationof Applied Linguistics. She served as Presidentof the American Association of AppliedLinguistics and as President of the InternationalAssociation of Applied Linguistics. She haspublished widely in the area of second languageacquisition. Her recent books are: SecondLanguage Acquisition: An Introductory Course（with Larry Selinker）, Input, Interaction andthe Second Language Learner, and SecondLanguage Research: Methodology and Design（with Alison Mackey）.

書籍目錄

PrefaceAutobiographical Statement and Research HistoryVolume 1Part Ⅰ Linguistics and ProcessingLanguage Transfer and Universal Grammatical RelationsL2 Data: Their Relevance for Language UniversalsFrom Theory to PracticeSentence Processing by L2 LearnersSecond Language Acquisition and the Ontology of Language UniversalsDevelopment of Speech Perception and Speech Production Abilities in Adult Second Language LearnersA Review of Interlanguage Syntax: Language Transfer and Language UniversalsAn Interactionist Approach to L2 Sentence InterpretationLexical Constraints on Syntactic AcquisitionThe Resolution of Conflicts Among Competing Systems:A Bidirectional PerspectiveIncidental Vocabulary LearningLanguage Universals and Second-Language AcquisitionAccounting for Interlanguage Subject PronounsDifferential Effects of AttentionPart Ⅱ Language in ContextThe Comprehensibility of Non-Native SpeechThe Effect of Familiarity on the Comprehensibility of Non-Native SpeechNon-Native/Non-Native Conversations: A Model for Negotiation of MeaningMiscommunication in Native/Non-Native ConversationVariation in Native Speaker Speech Modification to Non-Native SpeakersTask Variation and Non-Native/Non-Native Negotiation of MeaningSex Differences in NNS/NNS InteractionsInterlocutor and Task Familiarity: Effects on Interactional StructureVolume 2Part Ⅱ Language in Context (Continued)Input, Interaction and Second Language ProductionDancing a Waltz to Rock & Roll Music: Resolving Conflicting Discourse Expectations in Cross-Cultural InteractionThe Role of Interaction in Native Speaker Comprehension ofNonnative Speaker SpeechThe Effects of Task Repetition on Linguistic OutputHow Do Learners Perceive Implicit Negative Feedback?Conversation Analysis and Input-InteractionAttention When? An Investigation of the Ordering Effect of Input and InteractionUsing Stimulated Recall to Investigate Native Speaker Perceptionsin Native-Nonnative Speaker InteractionPerceptions of Interactional Feedback: Differences Between HeritageLanguage Learners and Non-Heritage Language LearnersPart Ⅲ Research MethodologyThe Development of L2 IntuitionsThe Reliability of L2 Grammaticality JudgmentsNon-Native Refusals: A Methodological PerspectiveReplication and Reporting: A CommentarySentence Matching: A Re-examinationTask-Based Interactions in Classroom and Laboratory SettingsPart Ⅳ Papers of a General NatureIntegrating Research Areas: A Framework for Second Language StudiesSecond Language Acquisition: Past, Present and FutureLearning and Teaching: The Necessary IntersectionGrammar Instruction, Selective Attention and Learner ProcessesApples and Oranges: Or, Why Apples Are Not Orange and Dont Need to BeSecond Language Acquisition: Perceptions, Origins and BoundariesPublications

章節(jié)摘錄

　　What they have done in effect is to equate essential linguistic universals witha priori constraints on first language acquisition. In general the thesis thatlanguage universals result from constraints on inst language acquisition hasbeen accepted more on faith than on demonstrable evidence.　One type of relationship between Inst language acquisition and languageuniversals is obvious. Whatever cannot be acquired cannot be a part of ahuman language, so if one could conclusively demonstrate that something isunacquirable its uniform absence from human languages would then clearlybe a language universal, This may not be a practical concern, since it is notclear how it could ever be conclusively demonstrated that any non-trivialpattern could not be acquired.　If a pattern were not acquired in fiftyexperiments, then perhaps it could be in 150. Furthermore it is possible thatsomething in the experimental design would have prevented acquisition.Indeed, it is difficult to imagine any experimental situation that wouldexactly parallel normal language acquisition. For this reason, the controversymay be moot; one may have to find a natural language with the pattern inquestion （thereby contradicting the hypothesis） in order to properly test thehypothesis. Even more difficult to prove is the converse. If some structure isuniformly absent in human languages and if this absence is non-accidental,then by Chomsky s hypothesis the structure in question should be impossibleto learn. It is of course necessary to prove that such patterns cannot beacquired in order to show that constraints on learning are the sole explanationfor non-accidental language universals.

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