本書涵蓋第二語言習(xí)得的重要概念、主要理論和研究方法，從語言學(xué)、社會因素和認知角度介紹該領(lǐng)域的主要研究發(fā)現(xiàn)，力求厘清“來龍”（起源、經(jīng)典理論），呈現(xiàn)“去脈”（最新成果、發(fā)展趨勢）；在介紹目前研究現(xiàn)狀的同時，不回避其中的“懸而未決”。本書將復(fù)雜動態(tài)理論在第二語言習(xí)得研究方面的應(yīng)用作為重點內(nèi)容，梳理了不同理論對第二語言發(fā)展的解釋。英語作為世界通用語給我國英語教學(xué)帶來的啟示也是本書的重要內(nèi)容。
本書可供高等院校外國語言文學(xué)方向的研究生、教師和其他第二語言習(xí)得研究者閱讀和參考。
1 Introduction
1.1 What Is Second Language Acquisition
1.1.1 Defining Second Language Acquisition
1.1.2 Second Language Aequisition/SLA/L2 Acquisition vs Second/Foreign Language Learning
1.1.3 L1 vs. L2/Target Language/Foreign Language/Additional Language
1.1.4 Naturalistic vs. Instructed Learning/Learners
1.1.5 Acquisition vs. Learning
1.2 The Goals and Scopes of Second Language Acquisition
1.3 The Development of Second Language Acquisition
1.4 The Interdisciplinary Feature of Second Language Acquisition
2 An Overview of the Theories in Second Language Acquisition
2.1 What Is a Theory
2.2 What Makes a Good Theory
2.3 The Classifications of Theories in Second Language Acquisition
2.4 The Ten Observations in Second Language Acquisition
3 Some Key Issues in Second Language Acquisition
3.1 Contrastive Analysis (CA)
3.2 Error Analysis (EA)
3.2.1 The Significance of Laarner's Errors
3.2.2 The Procedures in Conducting EA
3.2.3 The Limitations of Error Analysis
3.2.4 A New Direction in Error Analysis
3.3 Interlanguage (IL)
3.3.1 Defining Interlanguage
3.3.2 The Central Processes in Second Language Acquisition
3.3.3 The Characteristics of Interlanguage
3.3.4 The Evaluation of Interlanguage Research
3.4 Transfer
3.4.1 The Definition of Transfer
3.4.2 Different Explanations on Transfer
3.4.3 The Identification of Transfer
3.4.4 The Extent of Transfer
3.4.5 The Constraints on Transfer
3.5 Fossilization
3.5.1 Defining Fossilization
3.5.2 Explanations for Fossilization
3.5.3 The Five Key Issues in Fossilization
3.5.4 Data and Elicitation Measures in Fossilization Research
3.6 The \"Comparative Fallacy\" in Second Language Acquisition
4 Linguistic Perspective of Second Language Acquisition
4.1 Universal Grammar and Second Language Acquisition
4.1.1 The Poverty of the Stimulus
4.1.2 What Does UG Consist of
4.1.3 Universal Grammar and Second Language Acquisition
4.1.4 The Evaluation of Universal Grammar-based Approaches to Second Language Acquisition
4.2 The Monitor Theory (MT)
4.2.1 The Five Hypotheses in the Monitor Theory
4.2.2 The Evaluation of the Monitor Theory
5 Social Perspective of Second Language Acquisition
5.1 The Socio-educational Model
5.1.1 A Description of the Socio-educational Model
5.1.2 Distinguishing Integrative and Instrumental Motivations
5.1.3 The Attitude Motivation Test Battery (AMTB)
5.1.4 The Evaluation of the Soeio-educational Model
5.2 The Acculturation Model
5.2.1 A Description of Acculturation Model
5.2.2 Stimulus Appraisal Dimensions
5.2.3 The Evaluation of Acculturation Model
5.3 Sociocuhural Theory (SCT)
5.3.1 A General Introduction of Sociocultural Theory
5.3.2 The Applications of Sociocultural Theory in SLA
5.3.3 Zone of Proximal Development (ZPD)
5.3.4 ZPD-related L2 Research
5.3.5 Data Elicitation Methods in SCT
5.3.6 The Evaluation of SCT-related Research
6 Cognitive Perspectives in Second Language Acquisition
6.1 An Overview of Cognitive Theories of Second Language Acquisition
6.2 Implicit and Explicit L2 Knowledge in Second Language Acquisition
6.2.1 Distinguishing Implicit and Explicit Knowledge
6.2.2 Three Interface Hypotheses
6.2.3 The Measurement of Implicit and Explicit Knowledge
6.3 Information Processing Model
6.3.1 A General Introduction to Information Processing Model
6.3.2 The Evaluation of Information Processing Model
6.4 Connectionism and SLA
6.4.1 The Working Mechanisms in Connectionism
6.4.2 Connectionism in Second Language Acquisition
6.4.3 The Evaluation of Connectionism in SLA
6.5 The Competition Model
6.5.1 A General Introduction to the Competition Model
6.5.2 Competition Model in
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