《应用语言学》课程教学大纲

课程代码：ENGL2049

课程类别：专业选修课

授课对象：英语、英语师范专业

开课学期：秋（第7学期）

学分： 2

主讲教师：

指定教材：

1. 《应用语言学》（第二版），乐眉云主编，南京师范大学出版社，2004年。

2. 《第二语言习得研究与外语学习》，丁言仁，上海外语教育出版社，2004年。

教学目的（含课程内容和考核方式）

应用语言学有狭义和广义之分。狭义的应用语言学专指语言教学，特别是指第二语言教学或外语教学。广义的应用语言学则涵盖所有与语言和语言学应用有关的学科，包括第二语言习得、社会语言学、心理语言学、神经语言学等等。本课程将重点选取与学生英语学习密切相关的领域——即第二语言习得和第二语言教学——进行分析和讨论。

本课程是面向英语和英语教育专业所有学生的一门专业选修课，其教学目的为：

● 帮助学生了解第二语言习得和第二语言教学方面的基本理论和主要论题，培养学生的研究兴趣和一定的批评能力；

● 引导学生自觉地运用应用语言学原理指导和促进英语学习；

● 掌握基本的应用语言学研究方法，为撰写毕业论文打下基础。

本课程分三个模块，主要内容包括：

模块一：第二语言习得，包括学习者语言/中介语、影响第二语言习得的外在因素、第二语言习得的内在机制、学习者个体差异、二语习得理论、课堂教学与第二语言习得等。

模块二：第二语言教学，包括语言技能（包括听、说、读、写）的教学和语言评估。

模块三：应用语言学的研究方法和论文写作。

考核方式：课堂讨论（20%），课外文献阅读（30%），以小组为单位的项目报告（50%）。

第一课 Orientation

课时：第一周，共2课时

教学内容：

第一节

What is applied linguistics?

The Role of Applied Linguistics

The Nature of Applied Linguistics

第二节

Why should we study applied linguistics?

Applied Linguistics and the Language Teacher

思考题:

1. What is the relationship 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?

模块一（第2课——第8课）：Essential Concepts and Theories in SLA

第二课 Puzzles in SLA & The Influence of Behaviorism

课时：第二周，共2课时

教学内容

第一节

SLA as a Field of Learning

Issues for Exploration

第二节

The “Interference” of L1

The behaviorist Understanding of SLA

Contrastive Analysis

Criticism from Empirical Research

思考题：

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 of English. Do there areas represent features that are overtly or slightly different from their Chinese counterparts?

第三课 The “Chomskyan Revolution”

课时：第三周，共2课时

教学内容

第一节

Chomskyan Linguistics

Criticisms of Chomskyan Linguistics

第二节

Interlanguage Hypothesis

Error analysis

思考题：

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 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.

第四课 Natural Order and comprehensible Input

课时：第四周，共2课时

教学内容

第一节

Natural Order Hypothesis

Morpheme Studies and Their findings

第二节

Problems with Error Analysis and Morpheme Studies

Comprehensible Input Hypothesis

思考题：

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 those you once made when you were a child?

2. What are the flaws in Krashen’s Comprehensible Input Hypothesis?

第五课 Variability in Performance and Acquisition

课时：第五周，共2课时

教学内容

第一节

Variability in L1 Use

Variability in L2 Language Learner

第二节

Role of Variability in SLA

Learner Variation

思考题：

1. Discuss the possible reasons for the L2 performance variation found in the Foster and Skehan study and Zhu Lingzhi’s 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, teachers’ 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.

第六课 Input and Interaction

课时：第六周，共2课时

教学内容

第一节

Input and Interaction in L1 Acquisition

Input and Interaction in Natural Settings

Input and Interaction in Classroom Settings

Effects of Input and Interaction on SLA

第二节

Criticism of the Interaction Hypothesis

Swain’s Output Hypothesis

Empirical Studies on the Role of Interaction

思考题：

1. In China, we use Chinese all the time, but we may still suddenly fail to recall a term (or 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 you 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?

第七课 Learner Strategies

课时：第七周，共2课时

教学内容

第一节

Production Strategies

Communication Strategies

第二节

Learning Strategies

The Role of Memorization Strategies

思考题：

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

第八课 Noticing the Native Speaker Selection

课时：第八周，共2课时

教学内容

第一节

The Noticing Hypothesis

Effects of the Noticing Hypothesis

第二节

Noticing the Native Speaker Selection

A New Model of Language

思考题：

1. How would you compare Schumann’s research with Schmidt’s? 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 succeeded in understanding or communication even though you did not have the necessary vocabulary.

模块二 （第9课——第13课）：Language Skills and Assessment

第九课 Listening

课时：第九周，共2课时

教学内容

第一节

What is listening?

Issues in listening

第二节

How do we gain insights in listening?

From Theory to Practice: Issues in Teaching L2 Listening

思考题：

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?

第十课 Speaking and Pronunciation

课时：第十周，共2课时

教学内容

第一节

What are Speaking and Pronunciation?

Issues in Speaking

Issues in Pronunciation

第二节

Implications for Pedagogy

思考题：

1. Should speaking activities focus on texts or sentences?

2. What procedures are there specifically for pronunciation teaching?

第十一课 Reading

课时：第十一周，共2课时

教学内容

第一节

What is Reading?

Reading in a Second Language

L2 Reading vs L1 Reading

第二节

Issues in L2 Reading

Implications of L2 Research for Instruction

思考题：

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 reading 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.)?

第十二课 Writing

课时：第十二周，共2课时

教学内容

第一节

Demystifying Writing

Aspects of Writing

第二节

Second Language Writing: Theory, Research, and Pedagogy

思考题：

1. Comment on the three L2 writing approaches: controlled composition, the paragraph pattern approach and the process approach.

第十三课 Assessment

课时：第十三周，共2课时

教学内容

第一节

What is Language Assessment?

Fundamental Issues in Language Assessment

第二节

Language Assessment and Language Teaching

思考题：

1. Define the term “validity”.

2. Discuss the relationship between language assessment and language teaching.

模块三 （第十四周——第十八周）: Research Methods and Thesis Writing

第十四课 Research Methods in Applied linguistics

课时：第十四周，共2课时

教学内容

第一节

What is research?

Developing research questions

Selecting research designs

第二节

A survey study

An experimental study

A case study

思考题：

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?

第十五课 Writing Up a Research Report

课时：第十五周，共2课时

教学内容

第一节

The structure of a thesis / research report

Writing an introduction

Writing a literature review

Describing methodology

Reporting results and discussion

Writing the conclusion chapter

第二节

Academic writing style

APA writing format

思考题：

1. Try to get a copy of an undergraduate thesis or an MA thesis. Work with a group to comment on its structure, language, format, etc.

Reading Week (第十六周)

第十七课 Project Report (1)

第十八课 Project Report (2)

主要参考文献：

1. 《英语语言学纲要》，丁言仁、郝克，上海外语教育出版社，2001年。

2. Brown, H. D. 1994. Principles of language learning and teaching. Pearson Hall Regents. [《语言学习和语言教学的原则》，外语教学与研究出版社，2002年]

3. Cohen, A. D. 1998. Strategies in learning and using a second language. Addison Wesley Longman Limited. [《学习和运用第二语言的策略》，外语与教学研究出版社，2000年]

4. McCarthy, M. 2001. Issues in applied linguistics. Cambridge: CUP. [《应用语言学论题》，世界图书出版公司，2006年]

5. Schmitt, N. 2002. An introduction to applied linguistics. London: Arnold. [《应用语言学入门》，世界图书出版公司，2008年]

6. Wen, Q. F. 2004. Research methods and thesis writing. Beijing: Foreign Language Teaching and Research Press.

2009-11-30