《應(yīng)用語(yǔ)言學(xué)》課程教學(xué)大綱

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1、精選優(yōu)質(zhì)文檔-傾情為你奉上應(yīng)用語(yǔ)言學(xué)課程教學(xué)大綱課程代碼：ENGL2049課程類(lèi)別：專(zhuān)業(yè)選修課授課對(duì)象：英語(yǔ)、英語(yǔ)師范專(zhuān)業(yè)開(kāi)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(yǔ)言學(xué)（第二版），樂(lè)眉云主編，南京師范大學(xué)出版社，2004年。2. 第二語(yǔ)言習(xí)得研究與外語(yǔ)學(xué)習(xí)，丁言仁，上海外語(yǔ)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(yǔ)言學(xué)有狹義和廣義之分。狹義的應(yīng)用語(yǔ)言學(xué)專(zhuān)指語(yǔ)言教學(xué)，特別是指第二語(yǔ)言教學(xué)或外語(yǔ)教學(xué)。廣義的應(yīng)用語(yǔ)言學(xué)則涵蓋所有與語(yǔ)言和語(yǔ)言學(xué)應(yīng)用有關(guān)的學(xué)科，包括第二語(yǔ)言習(xí)得、社會(huì)語(yǔ)言學(xué)、心理語(yǔ)言學(xué)、神經(jīng)語(yǔ)言學(xué)等等。本課程將重點(diǎn)選取與學(xué)生英語(yǔ)學(xué)習(xí)密切相關(guān)的領(lǐng)

2、域即第二語(yǔ)言習(xí)得和第二語(yǔ)言教學(xué)進(jìn)行分析和討論。本課程是面向英語(yǔ)和英語(yǔ)教育專(zhuān)業(yè)所有學(xué)生的一門(mén)專(zhuān)業(yè)選修課，其教學(xué)目的為：l 幫助學(xué)生了解第二語(yǔ)言習(xí)得和第二語(yǔ)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(jué)地運(yùn)用應(yīng)用語(yǔ)言學(xué)原理指導(dǎo)和促進(jìn)英語(yǔ)學(xué)習(xí)；l 掌握基本的應(yīng)用語(yǔ)言學(xué)研究方法，為撰寫(xiě)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(yǔ)言習(xí)得，包括學(xué)習(xí)者語(yǔ)言/中介語(yǔ)、影響第二語(yǔ)言習(xí)得的外在因素、第二語(yǔ)言習(xí)得的內(nèi)在機(jī)制、學(xué)習(xí)者個(gè)體差異、二語(yǔ)習(xí)得理論、課堂教學(xué)與第二語(yǔ)言習(xí)得等。模塊二：第二語(yǔ)言教學(xué)，包括語(yǔ)言技能（包括聽(tīng)、說(shuō)、讀、寫(xiě)）的教學(xué)和語(yǔ)言評(píng)估。模塊

3、三：應(yīng)用語(yǔ)言學(xué)的研究方法和論文寫(xiě)作?？己朔绞剑赫n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 LinguisticsThe 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 relati

4、onship 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 applied linguists be theoretical?模塊一（第2課第8課）：Essential Concepts and Theories in SLA第二課 Puzzles in

5、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 LearningIssues for Exploration第二節(jié)The “Interference” of L1The behaviorist Understanding of SLAContrastive AnalysisCriticism from Empirical Research思考題：1. Think of more features on which students make errors sometimes but do fairly

6、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 advanced Chinese learners of English. Do there areas represent features that are overtly or slightly different from their Chinese counter

7、parts?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 LinguisticsCriticisms of Chomskyan Linguistics第二節(jié)Interlanguage HypothesisError analysis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

8、 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 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

9、 Order HypothesisMorpheme Studies and Their findings第二節(jié)Problems with Error Analysis and Morpheme StudiesComprehensible Input 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 th

10、ose you once made when you were a child?2. What are the flaws in Krashens Comprehensible Input Hypothesis?第五課 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 UseVariability in L2 Language Learner第二節(jié)Role of Variability in SLALearner Variation思考題：1. Discuss the possible r

11、easons for the L2 performance variation found in the Foster and Skehan study and Zhu Lingzhis 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, tea

12、chers pets, to name a few. Discuss, in small groups, how different character traits 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 AcquisitionInput and Interaction in Natu

13、ral SettingsInput and Interaction in Classroom SettingsEffects of Input and Interaction on SLA第二節(jié)Criticism of the Interaction HypothesisSwains Output HypothesisEmpirical 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 (o

14、r 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. How soon did y

15、ou become aware 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(shí)：第七周，共2課時(shí)教學(xué)內(nèi)容第一節(jié)Production StrategiesCommunication Strategies第二節(jié)Learning StrategiesThe Role of Memorization Strategies思考題：1. Pres

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

17、 them have 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 HypothesisEffects of the

18、 Noticing Hypothesis第二節(jié) Noticing the Native Speaker SelectionA New Model of Language思考題：1. How would you compare Schumanns research with Schmidts? Which of them is closer to your own experience of learning English or another foreign language?2. Give an example of a situation in which you yourself su

19、cceeded 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 listening?From Theory to Practice: Issues in Teaching L2 Liste

20、ning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 to “teach” the students how to listen? 第十課 Speaking and Pronuncia

21、tion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 SpeakingIssues 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?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 Rea

22、ding? Reading in a Second Language L2 Reading vs L1 Reading第二節(jié)Issues in L2 ReadingImplications 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 a component of almost any read

23、ing 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(shí)：第十二周，共2課時(shí)教學(xué)內(nèi)容第一節(jié)Demystifying WritingAspects of Writing第二節(jié) Second Language Writing

24、: 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(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 Langua

25、ge Teaching思考題：1. Define the term “validity”.2. Discuss the relationship between language assessment and language teaching.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 questionsSelecting researc

26、h designs第二節(jié) A survey study An experimental study A case study思考題：1. What tasks does 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)

27、 The structure of a thesis / research report Writing an introduction 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. Wor

28、k with a group to comment on its structure, 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(yǔ)語(yǔ)言學(xué)綱要，丁言仁、郝克，上海外語(yǔ)教育出版社，2001年。2. Brown, H. D. 1994. Principles of language learning and teaching. Pearson Hall Regents. 語(yǔ)言學(xué)習(xí)和語(yǔ)言教學(xué)的原則，外語(yǔ)教學(xué)與研究出版社，2002年3. Cohen

29、, A. D. 1998. Strategies in learning and using a second language. Addison Wesley Longman Limited. 學(xué)習(xí)和運(yùn)用第二語(yǔ)言的策略，外語(yǔ)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(yǔ)言學(xué)論題，世界圖書(shū)出版公司，2006年5. Schmitt, N. 2002. An introduction to applied linguistics. London: Arnold. 應(yīng)用語(yǔ)言學(xué)入門(mén)，世界圖書(shū)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專(zhuān)心-專(zhuān)注-專(zhuān)業(yè)