《應(yīng)用語言學(xué)》課程教學(xué)大綱-

應(yīng)用語言學(xué)課程教學(xué)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(xué)期： 秋（第 7學(xué)期）學(xué)分：2主講教師：指定教材：1. 應(yīng)用語言學(xué)（第二版），樂眉云主編，南京師范大學(xué)出版社，2004 年。2. 第二語言習(xí)得研究與外語學(xué)習(xí) ，丁言仁，上海外語教育出版社， 2004 年。教學(xué)目的（含課程內(nèi)容和考核方式）應(yīng)用語言學(xué)有狹義和廣義之分。 狹義的應(yīng)用語言學(xué)專指語言教學(xué)， 特別是指第二語言教學(xué)或外語教學(xué)。 廣義的應(yīng)用語言學(xué)則涵蓋所有與語言和語言學(xué)應(yīng)用有關(guān)的學(xué)科，包括第二語言習(xí)得、社會語言學(xué)、心理語言學(xué)、神經(jīng)語言學(xué)等等。本課程將重點(diǎn)選取與學(xué)生英語學(xué)習(xí)密切相關(guān)的領(lǐng)域即第二語言習(xí)得和第二語言教學(xué)進(jìn)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(xué)生的一門專業(yè)選修課，其教學(xué)目的為：幫助學(xué)生了解第二語言習(xí)得和第二語言教學(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能力；引導(dǎo)學(xué)生自覺地運(yùn)用應(yīng)用語言學(xué)原理指導(dǎo)和促進(jìn)英語學(xué)習(xí)；掌握基本的應(yīng)用語言學(xué)研究方法，為撰寫畢業(yè)論文打下基礎(chǔ)。本課程分三個模塊， 主要內(nèi)容 包括：模塊一：第二語言習(xí)得，包括學(xué)習(xí)者語言 / 中介語、影響第二語言習(xí)得的外在因素、第二語言習(xí)得的內(nèi)在機(jī)制、學(xué)習(xí)者個體差異、 二語習(xí)得理論、課堂教學(xué)與第二語言習(xí)得等。模塊二：第二語言教學(xué)，包括語言技能（包括聽、說、讀、寫）的教學(xué)和語言評估。模塊三：應(yīng)用語言學(xué)的研究方法和論文寫作?？己朔绞?：課堂討論（ 20%），課外文獻(xiàn)閱讀（ 30%），以小組為單位的項(xiàng)目報告（ 50%）。第一課 Orientation課時：第一周，共 2課時教學(xué)內(nèi)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 relationshipbetween 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 in SLA & The Influence of Behaviorism 課時：第二周，共 2課時教學(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 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 counterparts?第三課 The “Chomskyan Revolution ”課時：第三周，共 2課時教學(xué)內(nèi)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 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(xué)內(nèi)容第一節(jié)Natural 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 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：第五周，共 2課時教學(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 reasons for 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 namea 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(xué)內(nèi)容第一節(jié)Input and Interaction in L1 AcquisitionInput and Interaction in Natural SettingsInput and Interaction 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 to 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 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(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. Presumably, 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.Goover the listof cognitivestrategiesin Table 7.1 (P.167-170)again.Ofthe15 strategieslisted,how many ofthem have todo withunderstandingthe auditoryor printedmaterial?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(xué)內(nèi)容4第一節(jié)The Noticing HypothesisEffects of the Noticing Hypothesis第二節(jié)Noticing the Native Speaker SelectionA 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 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(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 Listening思考題：1. What do you think are the difficulty factors 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(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?5第十一課 Reading課時：第十一周，共 2課時教學(xué)內(nèi)容第一節(jié)What is Reading?Reading in a Second LanguageL2 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 componentof almost any readingprogram. To what extentshould extensivereadingbebalancedwithanintensivereadingprogramcontainingwell-consideredreadinginstruction(forexample,inreadingstrategies, in vocabulary, etc.)?第十二課 Writing課時：第十二周，共 2課時教學(xué)內(nèi)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 approaches: 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(xué)內(nèi)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 between 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(xué)內(nèi)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 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：第十五周，共 2課時教學(xué)內(nèi)容第一節(jié)The structure of a thesis / research reportWriting an introductionWriting a literature 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 )第十七課 Project Report (1)第十八課 Project Report (2)7主要參考文獻(xiàn)：1. 英語語言學(xué)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(xué)習(xí)和語言教學(xué)的原則，外語教學(xué)與研究出版社， 2002 年Strategies in learning and using a second language .3.Cohen, A. D. 1998.Addison Wesley Longman Limited. 學(xué)習(xí)和運(yùn)用第二語言的策略，外語與教學(xué)研究出版社， 2000 年4.McCarthy, M. 2001.Issues in appliedlinguistics. Cambridge: CUP. 應(yīng)用語言學(xué)論題，世界圖書出版公司，2006 年5.Schmitt, N. 2002.An introduction to applied linguistics.London:Arnold. 應(yīng)用語言學(xué)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