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沈昌洪 、 刘喜文 、 季忠民 著 / 北京大学出版社 / 2010-06 / 平装
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21世纪英语专业系列教材:第二语言习得导论(英文版)
《第二语言习得导论(英文版)》以章节的形式论述国外“第二语言习得”领域近半个世纪以来的研究历程。全书既全面、详细地介绍语言习得的理论创建与发展、儿童母语习得过程、二语/外语学习理论以及二语课堂教学研究等方面的成果,又综合、客观地反映认知学、心理学、社会文化学等领域对第二语言习得与发展的不同视角与观点。
本教材适合高等院校英语专业本科生、研究生以及中小学英语教师学习和使用。
Chapter1Introduction:KeyConceptsandIssuesinSLA1.1LanguageAcquisitionandSLA1.2SomeDefinitionsofSLA1.3SomeStructuralCharacteristicsofSLA1.4TheLiteratureontheTheoriesofSLA1.5ATheoreticalApproachProposedbySpolsky1.6TheoreticalApplicationstoL2TeachingandLearning1.7SomeDistinctionsinthefieldofSLAResearch1.7.1SLAandFLA1.7.2AcquisitionversusLearningi.7.3InputversusIntake1.7.4ImplicitversusExplicitLearning1.7.5IncidentalversusIntentionalLearning1.7.6InstructedversusNon-instructedSLA1.8ConclusionPointsforThinkingFurtherReadingChapter2ViewsonLanguage,LearningandLearner2.1ViewsontheNatureofLanguage2.1.1PhoneticsandPhonology2.1.2Syntax2.1.3Morphology2.1.4Semantics2.1.5Pragmatics2.2ViewsoftheLanguageLearningProcess——L1versusL22.2.1ChildrensAcquisitionofLexicon2.2.2ChildrensAcquisitionofSyntax2.2.3ChildrensAcquisitionofPhonology2.2.4ChildrensAcquisitionofSemanticsandPragmatics2.3ViewsoftheSecondLanguageLearner2.3.1TheLearnerasLanguageProcessor2.3.2DifferencesbetweenIndividualLearners2.3.3CognitiveFactors2.3.4AffectiveFactors2.3.5TheLearnerasSocialBeing2.3.6LinkswithSocialPractice2.4ConclusionPointsforThinkingFurtherReadingChapter3AnIntroductiontoLanguageAcquisition3.1Introduction3.2DevelopmentalPatternsinLIAcquisition3.2.1AGeneralOutlineofEnglishAcquisitionasL13.2.2PositiveandNegativeReinforcementsinChildrensL1Acquisition3.2.3BeneficialViewsfromChildrensL1Acquisition3.3TheControversybetweenBehavioristandMentalistModels3.4DevelopmentalPatternsinL2Acquisition3.4.1EarlyStages3.4.2FormulaicSpeech3.4.3StructuralandSemanticSimplification3.4.4TheHypothesisofL1&L2Acquisition3.5ConclusionPointsforThinkingFurtherReadingChapter4RecentHistoryofSLAResearch4.1Introduction4.2TheEarlyStudiesonLanguageAcquisition(to1960s)4.2.1BehavioristicViewofLearning——HabitFormation4.2.2ContrastiveAnalysis4.2.3BehaviorismandCAforLanguageTeaching4.2.4BehaviorismunderAttack4.3TheFollowing-upStudiesin1970sand1980s4.3.1TheBirthofErrorAnalysisandInterlanguage4.3.2KrashenandHisMonitorModel4.3.3SchumannsPidginizationorAcculturationModel4.4TheRecentStudiesonL2A(beyond1990s)4.4.1TheDevelopmentalPatternsinLanguageAcquisition4.4.2DifferentRolesFoundinLanguageAcquisition4.5ConclusionPointsforThinkingFurtherReadingChapter5TheUGApproachtoLanguageAcquisition5.1Introduction5.2UniversalGrammar(UG)forLanguageAcquisition5.2.1ChomskyandHisUGTheory5.2.2WhatConstitutesKnowledgeofLanguage?5.2.3HowdoesUGRelatetoLanguageAcquisition?5.2.4HowisKnowledgeofLanguagePuttoUse?5.3ArgumentsfromFirstLanguageAcquisition5.3.1CharacteristicsofFirstLanguageAcquisition5.3.2LanguageAcquisitionandIntelligence5.3.3LanguageImpairmentandHumanBrainDamage5.3.4Conclusion5.4WhatDoesUGConsistof?.5.4.1PrinciplesandParametersTheoryinUG5.4.2UGPrinciples5.4.3UGParameters5.5EvaluationofUG-basedApproachestoSLA5.5.1TheScopeandAchievementsoftheUGApproach5.5.2TheUGViewofLanguage5.5.3TheUGViewofLanguageAcquisition5.5.4TheUGViewoftheLanguageLearner5.6ConclusionPointsforThinkingFurtherReadingChapter6CognitiveApproachestoSLA6.1Introduction6.2TwoMainGroupsofCognitiveTheorists6.3ProcessingApproaches6.3.1Information-processingModelsofL2Learning6.3.2McLaughlinsInformation-processingModel6.3.3AndersonsActiveControlofThought(ACT)Model6.3.4ApplicationofACTtoLearningStrategies6.4Connectionism6.5TheoriesofL2Processing6.6EvaluationofCognitiveApproachestoL2Learning6.7ConclusionPointsforThinkingFurtherReadingChapter7SomeOtherPerspectivesonSLA7.1Introduction7.2FunctionalPerspectivesonL1LearningandSLA7.3FunctionalistContributionstoanUnderstandingofSLA7.4SocioculturalPerspectivesonSLA7.5SociolinguisticPerspectivesonSLA7.6ConclusionPointsforThinkingFurtherReadingChapter8Input,InteractionandOutputinSLA8.1Introduction8.2InputandInteractioninL1Acquisition8.3InputandInteractioninSLA8.4OutputinSLA8.5TheorizingInput,InteractionandOutputResearch8.6Feedback,RecastsandNegativeEvidenceinSLA8.7Evaluation:TheScopeofInteractionistResearch8.8ConclusionPointsforThinkingFurtherReadingChapter9VariedPerspectivesonlnterlanguage9.1AnIntroductiontoInterlanguage9.2SocialAspectsofIL9.3DiscourseAspectsofIL9.4PsycholinguisticAspectsofIL9.5ConclusionPointsforThinkingFurtherReadingChapter10ResearchesonL2ClassroomPractice(I)10.1Introduction10.2AnIntroductiontotheHistoryofL2TeachingMethods10.3Cross-languageCompetitionbetweenL1andL210.4SomeMethodsUsedinL2ClassroomResearch10.5DataCollectionandDataAnalysis10.6ConclusionPointsforThinkingFurtherReadingChapter11ResearchesonL2ClassroomPractice(II)11.1DirectInvolvementofClassroomInteractionResearch11.2AnIntroductiontoClassroomInteraction11.3TypesofLanguageUseinClassroomInteraction11.4TurnTakinginClassroomDiscourse11.5DifferencesbetweenClassroomandNaturalisticDiscourse11.6TheTeachersRoleinClassroomInteraction11.7LearnerParticipation11.8ClassroomInteractionintheL2Learning11.9TheRelationshipbetweenClassroomInteractionandSLA11.10ConclusionPointsforThinkingFurtherReadingChapter12Conclusion12.1ABriefReviewoftheBook12.2AnIntegratedViewofSLAResearch12.3MainAchievementsofRecentSLAResearch12.4SLAResearchandLanguageEducation12.5FutureDirectionsforSLAResearchPointsforThinkingFurtherReadingREFERENCES
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