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1、應用語言學課程教學大綱課程代碼： ENGL2049課程類別： 專業(yè)選修課授課對象： 英語、英語師范專業(yè)開課學期： 秋（第 7學期）學分：2主講教師：指定教材：1. 應用語言學（第二版），樂眉云主編，南京師范大學出版社，2004 年。2. 第二語言習得研究與外語學習 ，丁言仁，上海外語教育出版社， 2004 年。教學目的（含課程內容和考核方式）應用語言學有狹義和廣義之分。 狹義的應用語言學專指語言教學， 特別是指第二語言教學或外語教學。 廣義的應用語言學則涵蓋所有與語言和語言學應用有關的學科，包括第二語言習得、社會語言學、心理語言學、神經(jīng)語言學等等。本課程將重點選取與學生英語學習密切相關的領域即
2、第二語言習得和第二語言教學進行分析和討論。本課程是面向英語和英語教育專業(yè)所有學生的一門專業(yè)選修課，其教學目的為：幫助學生了解第二語言習得和第二語言教學方面的基本理論和主要論題， 培養(yǎng)學生的研究興趣和一定的批評能力；引導學生自覺地運用應用語言學原理指導和促進英語學習；掌握基本的應用語言學研究方法，為撰寫畢業(yè)論文打下基礎。本課程分三個模塊， 主要內容 包括：模塊一：第二語言習得，包括學習者語言 / 中介語、影響第二語言習得的外在因素、第二語言習得的內在機制、學習者個體差異、 二語習得理論、課堂教學與第二語言習得等。模塊二：第二語言教學，包括語言技能（包括聽、說、讀、寫）的教學和語言評估。模塊三：應
3、用語言學的研究方法和論文寫作?？己朔绞?：課堂討論（ 20%），課外文獻閱讀（ 30%），以小組為單位的項目報告（ 50%）。第一課 Orientation課時：第一周，共 2課時教學內容：第一節(jié)1What 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 rel
4、ationshipbetween Linguisticsand appliedlinguistics: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 i
5、n SLA & The Influence of Behaviorism 課時：第二周，共 2課時教學內容第一節(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 fai
6、rly 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 ofEnglish. Do there areas represent features that are overtly or slightly different from their Chinese coun
7、terparts?第三課 The “Chomskyan Revolution ”課時：第三周，共 2課時教學內容第一節(jié)Chomskyan LinguisticsCriticisms of Chomskyan Linguistics第二節(jié)Interlanguage HypothesisError analysis2思考題：1. Give examples of errors young children make when they are learningto speak Chinese. You may recall the errors you yourself made when you
8、 were 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 onebut not the other.第四課 Natural Order and comprehensible Input課時：第四周，共 2課時教學內容第一節(jié)Na
9、tural Order HypothesisMorpheme Studies and Their findings第二節(jié)Problems with Error Analysis and Morpheme StudiesComprehensible Input Hypothesis思考題：1.Ifyouknow anyinternationalstudentsoranyothernon-nativespeakers of Chinese, carefully observe their speech. Do they makeerrorsthatare similarto those you o
10、nce 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：第五周，共 2課時教學內容第一節(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 reasons f
11、or the L2 performance variation foundin the Foster and Skehan study and Zhu Lingzhis study.2. Think of as many categories as you can that would characterize yourcurrentandformerclassmates,suchasextroverts,introverts,bookworms, athletes, loners, born leaders, social butterflies, teachers pets, to nam
12、ea few. Discuss, in small groups, how differentcharactertraitsaffectlanguagelearningdifferently,and whattraits are associated with good language learning and why.3第六課 Input and Interaction課時：第六周，共 2課時教學內容第一節(jié)Input and Interaction in L1 AcquisitionInput and Interaction in Natural SettingsInput and Int
13、eraction in Classroom SettingsEffects of Input and Interaction on SLA第二節(jié)Criticism of the Interaction HypothesisSwain s Output HypothesisEmpirical Studies on the Role of Interaction思考題：1.In China, we use Chinese allthe time,but we may stillsuddenly failto recall a term (or name of a person) we want t
14、o use. What do youdo if this happens to you when you are (1) shopping, (2) visiting auniversitypresident,or (3)deliveringa speech to a largeaudience?2. Recall one of your encounters with a person from overseas who was using Chinese as his or her L2. Howsoon did you becomeaware that this personmight
15、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：第七周，共 2課時教學內容第一節(jié)Production StrategiesCommunication Strategies第二節(jié)Learning StrategiesThe Role of Memorization Strategies思考題：1. Presumably, production strategies will hel
16、p 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.Goover the listof cognitivestrategiesin Table 7.1 (P.167-170)again.Ofthe15 strategieslisted,how many ofthem have todo withunderstandingthe auditoryor pr
17、intedmaterial?Howmany of them haveto 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：第八周，共 2課時教學內容4第一節(jié)The Noticing HypothesisEffects of the Noticing Hypothesis第二節(jié)Noticing the Native Speaker Selec
18、tionA New Model of Language思考題：1. Howwould you compare Schumanns research with Schmidt s? Which of them is closer to your own experience of learning English or anotherforeign language?2. Give an example of a situation in which you yourself succeeded in understanding or communication even though you
19、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：第九周，共 2課時教學內容第一節(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 Listening思考題：1. What do you think are the difficulty factors
20、 in listening?2. In manyChinese ESLclassrooms, 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 Pronunciation課時：第十周，共 2課時教學內容第一節(jié)What are Speaking and Pronunciation
21、?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?5第十一課 Reading課時：第十一周，共 2課時教學內容第一節(jié)What is Reading?Reading in a Second LanguageL2 Reading vs L1 Readi
22、ng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 componentof almost any readingprogram. To what extentshould extensivereadingbebalance
23、dwithanintensivereadingprogramcontainingwell-consideredreadinginstruction(forexample,inreadingstrategies, in vocabulary, etc.)?第十二課 Writing課時：第十二周，共 2課時教學內容第一節(jié)Demystifying WritingAspects of Writing第二節(jié)Second Language Writing: Theory, Research, and Pedagogy思考題：1. Comment on the three L2 writing approa
24、ches: controlled composition, the paragraph pattern approach and the process approach.第十三課 Assessment課時：第十三周，共 2課時教學內容第一節(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 betwe
25、en language assessment and language teaching.6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：第十四周，共 2課時教學內容第一節(jié)What is research?Developing research questionsSelecting research designs第二節(jié)A survey studyAn experimental studyA case study思考題：1.What tasks d
26、oes 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：第十五周，共 2課時教學內容第一節(jié)The structure of a thesis / research reportWriting an introductionWriting a lite
27、rature reviewDescribing methodologyReporting results and discussionWriting the conclusion chapter第二節(jié)Academic writing styleAPA writing format思考題：1.Try to get a copy of an undergraduate thesis or an MAthesis. Work with a group to comment on its structure, language, format, etc.Reading Week ( 第十六周 )第十七
28、課 Project Report (1)第十八課 Project Report (2)7主要參考文獻：1. 英語語言學綱要，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. 語言學習和語言教學的原則，外語教學與研究出版社， 2002 年Strategies in learning and using a second language .3.Cohen, A. D. 1998.Addison Wesley Longman L
29、imited. 學習和運用第二語言的策略，外語與教學研究出版社， 2000 年4.McCarthy, M. 2001.Issues in appliedlinguistics. Cambridge: CUP. 應用語言學論題，世界圖書出版公司，2006 年5.Schmitt, N. 2002.An introduction to applied linguistics.London:Arnold. 應用語言學入門，世界圖書出版公司，2008 年 6.Wen, Q. F. 2004. Research methods and thesis writing . Beijing:ForeignLanguage Teaching and Research Press.2009-11-308
《應用語言學》課程教學大綱-
