☆☆☆☆☆
簡體網頁||繁體網頁



點擊這裡下載

類似圖書 點擊查看全場最低價

---

內容簡介

Understanding how people learn and fail to learn second and foreign languages is increasingly recognized as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people， ranging from refugees to college students facing foreign language requirements. An Introduction to Second Language Acquisition Research provides a synthesis of empirical findings on second and foreign language learning by children and adults. emphasising the desing and execution of appropriate research. The book assumes no prior knowledge of SLA. and introduces major topics such as the scope of SLA research. research methodology for gathering and analysing data， the history and development of SLA research and substantive findings on interlanguage development. explanations for success and failure， the role of theory in social science， current theories of SLA. and the effects of formal instruction on language learning. The volume also includes an extensive bibliography and suggestions for further reading， as well as discussion questions and problems to accompany each chapter. An Introduction to Second Language Acquisition Researc is a comprehensive， yet highly accessible study which will prove invaluable for language teachers and teachers in raining， as well as discusion questions and problems to accompany each chapter. An Introduction to Second Language Acquisition Research is a comprehensive， yet highly accessible study which will prove invaluable for language teachers and teachers in training， as well as students in applied linguistics， linguistics， psychology， psycholinguistics and foreign language education. Diane Larsen-Freeman is a Senior Faculty Member in the MAT Program at the Sehool of International Training.Vermont. USA and Michael H. Long is Professor of English as a Second Language， at the University of Hawaii，USA.

目錄

Preface by Hallday
General Editors Preface
Authors Preface
Acknowledgements
1 Introduction
1.1 The place of second language in the world today
1.2 Why study second language acquisition?
1.3 Development of the field of study of second language acquisition
1.4 The scope of second lanb， uage acquisition research
Notes
Activities
Suggestions for further reading

2 Second language acquisition research methodology
2.1 Introduction
2.2 Qualitative versus quantitative methodologies
2.2.1 Introspection
2.2.2 Participant observatiorf
2.2.3 Non-participant observation
2.2.4 Focused description
2.2.5 Pre-experiment
2.2.6 Quasi-experimem
2.2.7 Experiment
2.3 Setting
2.4 Instrumentation： production data elicitation
2.5 Variability problem
2.6 Instrumentation： intuitional data elicitation
2.7 Instrumentation： use of miniature，languages
2.8 Instrumentation： affective variables
2.9 Instruments from other disciplines
2.10 Measuring learner performance
2.10.1 Defining language proficiency
2.10.2 Defining an acquisition point
2.10.3 Taskversus test
2.10.4 An index of development
2.11 Conclusion
Notes
Activities
Suggestions for further reading

3 SLA： Types of data analysis
3.1 Introduction
3.2 Contrastive analysis
3.2.1 The contrastive analysis hypothesis
3.2.2 Language acquisition as habit formation
3.2.3 The CAH refuted
3.3 Error analysis
3.3.1 Strong versus weak Versions of the CAH
3.3.2 Language acquisition as rule formation
3.3.3 Interlingual versus intralingual errors
3.3.4 Interlanguage
3.3.5 Error analysis criticized
3.4 Performance analysis
3.4.1 Morpheme studies
3.4.2 Developmental sequence
3.4.3 Learner strategies
3.4.4 The acquisition of forms and functions
3.4.5 Formulaic utterances
3.5 Discourse analysis
3.5.1 Conversational analysis
3.5.2 Other applications of discourse analysis
3.6 Conclusion
Notes
Activities
Suggestions for further reading

4 Interlanguage studies： Substantive fmdings
4.1 Introduction
4.2 ILs vary systematically
4.2.1 Free variation
4.2.2 Systematic vatriability
4.2.3 Variability resulting from amount of attention
4.2.4 Free variation as an impetus for development
4.2.5 Multiple explanations for variability
4.3 ILs exhibit common acquisition orders and developmental sequences
4.3.1 Acquisition order： morpheme studies
4.3.2 Developmental sequence： interrogatives
4.3.3 Developmental sequence： negation
4.4 ILs are influenced by the learners L1
4.4.1 The effect of the L1 on SLA： how
4.4.2 The effect of the L1 on SLA： when (markedness)
4.4.3 The effect of the L1 on SLA： when (perceived transferability)
Notes
Activities
Suggestions for further reading

5 The linguistic environment for language acquisition
5.1 Linguistic input for first language acquisition
5.2 Linguistic input for second language acquisition
5.2.1 Linguistic adjustments to non-native speakers
5.2.2 Conversational adjustments to non-native speakers
5.3 Does the linguistic environment make a difference?
5.3.1 The effect of deviant input
5.3.2 The role of conversation in developing syntax
5.3.3 Input frequency-accuracy order relationships
5.3.4 Input modification and second languagecomprehension
5.3.5 Comprehensible input and second language
acquisition
Notes
Activities
Suggestions for further reading

6 Explanations for differential success among second language learners
6.1 Introduction
6.2 Age
6.2.1 Studies of age and SLA
6.2.2 Explanations for age-related differences
6.3 Aptitude
6.4 Social-psychological factors
6.4.1 Motivation
6.4.2 Attitude
6.5 Personality
6.6 Cognitive style
6.7 Hemisphere specialization
6.8 Learning strategies
6.9 Other factors
6.10 Conclusion
Notes
Activities
Suggestions for further reading

7 Theories in second language acquisition
7.1 Introduction
7.2 Theory construction and social science
7.2.1 The role of theories in making research cumulative
7.2.2 Purposes a~d types of theory
7.3 Nativist theories of SLA
7.3.1 General characteristics
7.3.2 Chomskys Universal Grammar and SLA
7.3.3 A critique of language-specific nativist theories
7.3.4 Krashens Monitor Theory
7.3.5 A critique of Monitor Theory
7.4 Environmentalist theories of SLA
7.4.1 General characteristics
7.4，2 Schumanns Pidginization Hypothesis and Acculturation Model
7.4.3 A critique of the Pidginization Hypothesis and Acculturation Model
7.5 Interactionisttheories of SLA
7.5.1 General characteristics
7.5.2 Givons Functional-Typological Theory and SLA
7.5.3 A critique of Givons theory in SLA research
7.5.4 The ZISAs groups Multidimensional Model
7.5.5 A critique of the Multidimensional Model
7.6 Conclusion： the state of SLA theories
7.6.1 Comparing and evaluating theories
7.6.2 A note of caution
Notes
Activities
Suggestions for further reading

8 Instructed second language acquisition
8.1 Introduction
8.2 Early research on the effect of instruction， and some claimed implications
8.3 The effect of instruction on accuracy orders and developmental sequences
8.4 The effect of instruction on acquisition processes
8.5 The effect of instruction on rate of acquisition
8.6 The effect of instruction on the level of ultimate SL attainment
8.7 Conclusion
8.8 Explanations
8.9 Researching instructional design features
Notes
Activities
Suggestions for further reading
Epilogue
Bibliography
Index

精彩書摘

70年代末和80年代初，Krashen提齣瞭“監察理論”，其核心是五項基本假說：語言習得與學習假說、監察假說、自然順序假說、語言輸入假說和情感過濾假說。Krashen認為第二語言習得涉及兩種不同的過程：習得過程和學習過程。“習得”主要指以獲取信息或以信息交流為目的的語言習得過程，在這一過程中學習者關注的是“意義”而不是“語言形式”。與此相反，“學習”是指有意識的語言規則的學習，在這一過程中，學習者關注的是語言形式和語法規則。“學習”和“習得”是兩種既不相同，又不能相互溝通或轉換的過程。通過“學習”掌握的語言知識無法轉化為語言習得係統的知識，也不能用來在自然交際環境中錶達說話者想要錶達的意義，而隻能發揮“監察”的作用。“監察”是學習者對自己語言輸齣的質量進行有意識的監督，它可以發生在語言輸齣之前、語言輸齣期間或語言輸齣之後。自然順序假說提齣，第二語言規則的習得是以一種可預示的順序逐步掌握的，某些規則的掌握往往要先於另一些規則的掌握，這種順序具有普遍性。此外，有跡象錶明這種順序與課堂語言教學的順序無關。輸入假說是“監察理論”的核心內容，Krashen認為，學習者是通過對語言輸入的理解而逐步習得第二語言的，“可理解的語言輸入”（comprehensibleinptlt）是語言習得的必要條件。所謂“可理解的語言輸入”是指語言輸入既不能太難，也不能太容易，它應當稍微高於學習者目前的語言水平。隻有當學習者接觸到的語言材料是“可理解的”，纔能對第二語言的發展産生積極作用。最後，Krashen試圖以情感過濾假說來解釋為什麼學習者的學習速度不同，他們最終達到的語言水平也參差不齊。按照Krashen的觀點，接受可理解的語言輸入是語言習得的必要條件而不是充分條件，學習者差異的存在不僅是由於他們接受的可理解的語言輸入的量不同，還在於不同的情感因素在語言習得過程中産生的影響。不恰當的情感（如學習動力不夠、過度焦慮等）會對語言輸入産生阻礙，使其無法進入語言習得機製，當然也就不能進行語言習得。Krashen用下圖來錶示這五項假設與第二語言習得的關係。

前言/序言

　　近年來，國際交往日益頻繁，國際貿易急速發展，齣現瞭一種前所未有的現象：學外語、教外語、用外語的人多瞭；研究語言學和應用語言學的人多瞭；開設這方麵專業的高校也多瞭，語言學碩士生和博士生也多瞭。就是不以此為專業，學習語言學和應用語言學的也不乏其人。為瞭給從事這個專業的師生提供便利，同時又幫助一般外語教師、涉外工作者以及漢語研究者開闊思路，擴大視野，提高效率，我們獻上這套內容嶄新而豐富的叢書——英文版《當代國外語言學與應用語言學文庫》。
　　文庫首批推齣54部外國英文原著，它覆蓋瞭語言學與應用語言學26個分支學科。這批書是我們與 第二語言習得研究概況 [An Introduction to Second Language Acquisition Research] 下載 mobi epub pdf txt 電子書

評分☆☆☆☆☆

買瞭《傳奇誕生》、《傳奇》、《鍍金鎖鏈》》、《火地之王》、《劍空》和《黑色傭兵團》，其中《傳奇誕生》、《傳奇》是一個係列的，《鍍金鎖鏈》》、《火地之王》、《劍空》算一個係列，《黑色傭兵團》隻有自成體係瞭。最開始看瞭《黑色傭兵團》，因為覺得名字很NB所以選瞭先看，以為內容會很黑很暴力。裏麵分瞭7個小故事，描寫瞭一個動蕩的大背景和一個所謂很NB的傭兵團，雖然也有麯摺離奇的情節，但對戰鬥、戰爭的描寫不精彩不暴力，貌似作者是故意寫得很輕鬆很寫意，我看就是水平問題，而且在文中留瞭相當多的疑問，最後結束一副沒完的樣子。上當瞭。這6本書中隻有《黑色傭兵團》網上有下，建議還是直接下瞭吧，不值得買。接著看瞭《傳奇誕生》，開篇迅速進入尋妻升級報仇的主題，寥寥數筆就寫齣瞭一個魔幻的世界，隻是裏麵有些地名相當蛋疼。主人公相當有個性，情節的發展也一點不拖泥帶水，而且對古戰爭場麵及個人心理描寫相當到位，比《黑色傭兵團》好得不是一點點。又接著看《傳奇》，可以單獨看，跟《傳奇誕生》連著看更好（這句象廣告詞），講瞭老主角的自然離去和新英雄的誕生，英雄也有弱點，但英雄能正視自己的弱點並勇敢地麵對自己的命運，也很過癮。至於《鍍金鎖鏈》》、《火地之王》、《劍空》，還沒看，網上評價不一，到時再說瞭。這次的6本書紙張一般，到我手裏有明顯的擠壓變形，讓人感覺裝訂很粗糙。唉，500字，誰定的評價新規則，我到瞭沒有？沒有，真的沒有？差不多瞭吧。看書是種享受，寫評價是種交流，寫500字評價要麼是發泄要麼是被逼的。

評分☆☆☆☆☆

讀書養性，讀書可以陶冶自己的性情，使自己溫文爾雅，具有書捲氣；讀書破萬捲，下筆如有神，多讀書可以提高寫作能力，寫文章就纔思敏捷；舊書不厭百迴讀，熟讀深思子自知，讀書可以提高理解能力，隻要熟讀深思，你就可以知道其中的道理瞭；讀書可以使自己的知識得到積纍，君子學以聚之。總之，愛好讀書是好事。讓我們都來讀書吧。

評分☆☆☆☆☆

評分☆☆☆☆☆

還可以吧，書都差不多

評分☆☆☆☆☆

非常不錯，拿到的時候包裝得很好

評分☆☆☆☆☆

不錯，京東信的過 不錯，京東信的過

評分☆☆☆☆☆

讓你的生活過得更充實，學習到不同的東西。感受世界的不同。

評分☆☆☆☆☆

評分☆☆☆☆☆

類似圖書 點擊查看全場最低價