正版新书]第二语言习得 第4版苏珊·盖9787302544722

Figures xxi

Tables xxiii

1. Introduction 1

章节导读 1

1.1 The Study of Second Language Acquisition 2

1.2 Defi nitions 5

1.3 The Nature of Language 7

1.3.1 Sound Systems 7

1.3.2 Syntax 8

1.3.3 Morphology and the Lexicon 10

1.3.4 Semantics 11

1.3.5 Pragmatics 11

1.4 The Nature of Nonnative Speaker Knowledge 12

1.5 Conclusion 14

难点注释与评析 15

Suggestions for Additional Reading 16

More to Do and More to Think About... 16

2. Second and Foreign Language Data 20

章节导读 20

2.1 Data Analysis 21

2.1.1 Data Set I: Plurals 21

2.1.2 Data Set II: Verb + -ing Markers 28

2.1.3 Data Set III: Prepositions 30

2.2 Conclusion 33

难点注释与评析 34

Suggestions for Additional Reading 35

More to Do and More to Think About... 35

3. Where Do Data Come From? 39

章节导读 39

3.1 Data Types 42

3.2 Learner Corpora 48

3.3 Data Elicitation 52

3.3.1 Measuring General Proficiency 52

3.3.2 Measuring Nonlinguistic Information 53

3.3.3 Verbal Report Data 55

3.3.3.1 Think-Alouds 55

3.3.3.2 Stimulated Recall 58

3.3.3.3 Post-Production Interviews 60

3.3.4 Language-Elicitation Measures 61

3.4 Processing Data 69

3.4.1 Reaction Time 69

3.4.2 Eye-Tracking 69

3.5 Replication 71

3.6 Meta-Analyses 72

3.7 Issues in Data Analysis 73

3.8 What Is Acquisition? 81

3.9 Conclusion 82

难点注释与评析 84

Suggestions for Additional Reading 86

More to Do and More to Think About... 87

4. The Role of the Native Language: A Historical Overview 90

章节导读 90

4.1 Introduction 92

4.2 Behaviorism 93

4.2.1 Linguistic Background 93

4.2.2 Psychological Background 96

4.3 Contrastive Analysis Hypothesis 99

4.4 Error Analysis 104

4.5 Conclusion 112

难点注释与评析 113

Suggestions for Additional Reading 114

More to Do and More to Think About... 114

5. The Transition Perid 22

章节导读 122

5.1 Introduction 125

5.2 First Language Acquisition 125

5.2.1 Babbling 127

5.2.2 Words 129

5.. Sounds and Pronunciation 130

5.2.4 Syntax 131

5.2.5 Morphology 132

5.3 Child L2 Acquisition 134

5.4 Child L2 Morpheme Order Studies 137

5.5 Adult L2 Morpheme Order Studies 140

5.6 The Monitor Model 145

5.6.1 The Acquisition-Learning Hypothesis 145

5.6.2 The Natural Order Hypothesis 146

5.6.3 The Monitor Hypothesis 146

5.6.4 The Input Hypothesis 148

5.6.5 The Affective Filter Hypothesis 149

5.6.6 Limitations 151

5.7 Conclusion 151

难点注释与评析 152

Suggestions for Additional Reading 154

More to Do and More to Think About... 154

6. Alternative Approaches to the Role of Previously Known Languages 156

章节导读 156

6.1 Revised Perspectives on the Role of the Native Language 159

6.1.1 Avoidance 161

6.1.2 Differential Learning Rates 162

6.1.3 Different Paths 164

6.1.4 Overproduction 166

6.1.5 Predictability/Selectivity 167

6.1.6 L1 Influences in L2 Processing 173

6.1.7 Morpheme Order 174

6.2 Conclusion 175

难点注释与评析 176

Suggestions for Additional Reading 177

More to Do and More to Think About... 177

7. Formal Approaches to SLA 180

章节导读 180

7.1 Introduction 183

7.2 Universal Grammar 184

7.2.1 Initial State 187

7.2.1.1 Fundamental Difference Hypothesis 188

7.2.1.2 Access to UG Hypothesis 189

7.2.2 UG Principles 193

7.. UG Parameters 195

7.2.4 Minimalist Program 199

7.2.5 Falsification 199

7.3 Transfer: The Generative/UG Perspective 201

7.3.1 Levels of Representation 202

7.3.2 Clustering 202

7.3.3 Learnability 203

7.4 The Fundamental Difference Hypothesis Revised 203

7.5 Semantics and the Syntax–Semantics Interface Hypothesis 205

7.5.1 Semantics 205

7.5.2 Syntax and Semantics: The Interface Hypothesis 205

7.6 Phonology 205

7.6.1 Markedness Differential Hypothesis 207

7.6.2 Similarity/Dissimilarity: Speech Learning Model 210

7.6.3 Optimality Theory 211

7.6.4 Ontogeny Phylogeny Model 212

7.7 Conclusion 215

难点注释与评析 217

Suggestions for Additional Reading 220

More to Do and More to Think About... 221

8. The Lexicon 222

章节导读 222

8.1 The Signifi cance of the Lexicon 225

8.2 Lexical Knowledge: What does iment know a word? 227

8.2.1 Production and Reception 227

8.2.2 Knowledge and Control 229

8.. Breadth and Depth 0

8.2.4 Subcategorization 2

8.2.5 Word Associations and Networks

8.2.6 Word Formation 4

8.2.7 Formulaic Language, Collocations, and Chunking 5

8.3 Infl uences on L2 Vocabulary and Development

8.3.1 The Role of the L1

8.3.2 Incidental Vocabulary Learning 240

8.3.3 Incremental Vocabulary Learning 243

8.4 Using Lexical Skills 244

8.4.1 Production 244

8.4.2 Perception 248

8.5 Conclusion 250

难点注释与评析 251

Suggestions for Additional Reading 254

More to Do and More to Think About... 254

9. Typological and Functional Approaches 258

章节导读 258

9.1 Introduction 260

9.2 Typological Universals 261

9.2.1 Test Case I: The Accessibility Hierarchy 266

9.2.2 Test Case II: The Acquisition of estions 269

9.. Test Case III: Voiced/Voiceless Consonants 271

9.2.4 Falsifiability 273

9.2.5 Typological Universals: Conclusions 274

9.3 Functional Approaches 275

9.3.1 Tense and Aspect: The Aspect Hypothesis 275

9.3.2 The Discourse Hypothesis 280

9.3.3 Concept-Oriented Approach 282

9.4 Conclusion 282

难点注释与评析 283

Suggestions for Additional Reading 286

More to Do and More to Think About... 286

10. Looking at Interlanguage Processing 291

章节导读 291

10.1 Introduction 294

10.2 Processing Approaches 294

10.2.1 Processability Theory 294

10.2.2 Information Processing: Automaticity, Restructuring,

and U-Shaped Learning 297

10.2.2.1 Automaticity and Restructuring 298

10.2.2.2 U-Shaped Learning 303

10.. Inpurcesing 305

10.3 Psycholinguistic Constructs 306

10.3.1 Attention 306

10.3.2 Working Memory 309

10.3.3 Syntactic Priming 312

10.4 Emergentist Models 314

10.4.1 Competition Model 315

10.4.2 Frequency-Based Accounts 321

10.5 Dynamic Systems 322

10.6 Knowledge Types 3

10.6.1 Acquisition/Learning 3

10.6.2 Declarative/Procedural 324

10.6.3 Implicit/Explicit 324

10.6.4 Representation/Control 325

10.7 Interface of Knowledge Types 327

10.7.1 No Interface 328

10.7.2 Weak Interface 328

10.7.3 Strong Interface 328

10.8 Conclusion 329

难点注释与评析 331

Suggestions for Additional Reading 336

More to Do and More to Think About... 336

11. Interlanguage in Context 339

章节导读 339

11.1 Introduction 342

11.2 Sociocultural Approaches 342

11.2.1 Mediation 343

11.2.2 Internalization 343

11.. Zone of Proximal Development 344

11.2.4 Private Speech 344

11.2.5 Learning in a Sociocultural Framework 344

11.2.6 Gesture and SLA 345

11.3 Variation 347

11.4 Systematic Variation 350

11.4.1 Linguistic Context 350

11.4.2 So Context Relating to the Native Language 353

11.4.3 So Context Relating to Interlocutor, Task Type,

and Conversational Topic 356

11.5 Conversation Analysis 366

11.6 Communication Strategies 369

11.7 Interlanguage Pragmatics 371

11.8 Language Learning in a Study-Abroad Context 376

11.9 Conclusion: SLA and Other Disciplines 377

难点注释与评析 379

Suggestions for Additional Reading 383

More to Do and More to Think About... 384

12. Input, Interaction, and Output 393

章节导读 393

12.1 Introduction 396

12.2 Input 396

1. Comprehension 400

12.4 Interaction 405

12.5 Output 412

12.5.1 Feedback 416

12.5.1.1 Negotiation 418

12.5.1.2 Recasts 421

12.5.2 Hypothesis Testing 427

12.5.3 Automaticity 431

12.5.4 Meaning-Based to Grammar-Based Processing 431

12.6 The Role of Input and Interaction in Language Learning 432

12.6.1 The Functions of Input and Interaction 432

12.6.2 Effectiveness of Feedback 440

12.6.2.1 Attention 440

12.6.2.2 Contrast Theory 441

12.6.. Metalinguistic Awareness 443

12.6.3 Who Benefits From Interaction? 445

12.7 Limitations of Input 447

12.8 Conclusion 447

难点注释与评析 449

Suggestions for Additional Reading 450

More to Do and More to Think About... 451

13. Instructed Second Language Learning 457

章节导读 457

13.1 Introduction 460

13.2 Classroom Language 461

13.3 Teachability/Learnability 465

13.4 Focus on Form 468

13.4.1 Timing 472

13.4.2 Forms to Focus On 474

13.4.3 Task Design 475

13.4.4 Input Manipulation and Input Enhancement 476

13.5 Complexity, Accuracy, Fluency, and Planning 478

13.6 Processing Instruction 481

13.7 Uniqueness of Instruction 484

13.8 Effectiveness of Instruction 486

13.9 SLA and Classroom Practices 488

13.10 Conclusion 489

难点注释与评析 489

Suggestions for Additional Reading 492

More to Do and More to Think About... 493

14. Nonlanguage Influences 495

章节导读 495

14.1 Introduction 498

14.2 Research Traditions 499

14.2.1 Linguistics 499

14.2.2 Psychology 500

14.. Psycholinguistics 500

14.3 Methodological Considerations 501

14.4 Age Differences 501

14.5 Aptitude 511

14.6 Motivation 519

14.6.1 Motivation as a Function of Time and Success 522

14.6.2 Changes Over Time 522

14.6.3 Influence of Success on Motivation and

Demotivation 5

14.7 Affect 526

14.7.1 Language Shock and Culture Shock 527

14.7.2 Anxiety 529

14.7.3 So Distance 531

14.8 Extroversion and Introversion 532

14.9 Learning Strategies 533

14.10 Conclusion 540

难点注释与评析 541

Suggestions for Additional Reading 544

More to Do and More to Think About... 545

15. Related Disciplines 547

章节导读 547

15.1 Introduction 550

15.2 Bilingual Acquisition 551

15.3 Third Language Acquisition/Multilingualism 557

15.4 Heritage Language Acquisition 562

15.5 SLA by Hearing Impaired 564

15.6 Conclusion 566

难点注释与评析 567

Suggestions for Additional Reading 569

More to Do and More to Think About... 570

16. An Integrated View of Second Language Acquisition 572

章节导读 572

16.1 An Integration of Sub-Areas 574

16.1.1 Apperceived Input 577

16.1.2 Comprehended Input 579

16.1.3 Intake 581

16.1.4 Integration 582

16.1.5 Output 584

16.2 Conclusion 585

难点注释与评析 587

More to Do and More to Think About... 588

Glossary 598

References 611