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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

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還不錯。找瞭好久終於在京東上麵找到瞭。好激動

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質的要求，對教育規律的把握，對教學藝術的領悟，對教學特色的追求。

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⑤教學生抓重點.教學難免有意外，課堂難免有突變，應對教學意外、課堂突變的本領，就是我們通常說的駕馭課堂、駕馭學生的能力。對教師來說，讓意外乾擾教學、影響教學是無能，把意外變成生成，促進教學、改進教學是藝術。生成相對於教學預設而言，分有意生成、無意生成兩種類型；問題生成、疑問生成、答案生成、靈感生成、思維生成、模式生成六種形式。生成的重點在問題生成、靈感生成。教學機智顯亮點.隨機應變的纔智與機敏，最能贏得學生欽佩和行贊嘆的亮點。教學機智的類型分為教師教的機智、學生學的機智，師生互動的機智，學生探究的機智。機智常常錶現在應對質疑的解答，麵對難題的措施，發現問題的敏銳，解決問題的靈活。

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雖然現在讀書的壓力很大，但請務必相信你是幸福的。

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①多嚮互動，形式多樣.互動的課堂，一定的活動的課堂，生活的課堂。互動的條件：平等、自由、寬鬆、和諧。互動的類型師生互動、生生互動、小組互動、文本互動、習題互動、評價互動。互動的形式：問

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