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《第二語言習得研究(第2版)》簡介:This book provides an extensive and accessible introduction to the field of second language acquisition research. It fully updates chapters fiom the first edition and includes new chapters reviewing work on second language acquisition from sociocultural and neurobiological perspectives. The new edition ensures its place as a standard reference work for researchers and for teachers and students on MA/Diploma courses in TESOL or Applied Linguistics. Rod Ellis presents a highly readable and balanced account of how the field has developed and expanded over the last forty years. There are sections on the description of learner language, the role of the linguistic environment, the learners internal mechanisms, individual learner differences, and instructed second language acquisition. The first edition won the English Speaking Unions Duke of Edinburgh Book Competition.
《第二語言習得研究(第2版)》由埃利斯所著。
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作者:(新西蘭)埃利斯(Ellis R.)
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《牛津應用語言學叢書:第二語言習得研究(第2版)》全面介紹了有關二語習得的方方面面的研究。較之前一版,更新替換了論文,新增了從社會文化學和神經生物學角度研究二語習得的章節。新版仍然是應用語言學領域的必讀書目。
目次
Acknowledgements
Preface
PART ONE Background
Introduction
An introduction to second language,acquisition research
What is second :language acquisition?
Case studies of Lz learners
Wong Fillmores (1976, 1979) study of five Mexican children
Schumanns (I978b) study of Alberto
Schmidts (1983) study of Wes
Ellis (1984a, 1992) study of three classroom learners
Lardieres (2007) study of Patty
Issues raised by the case studies
The role of age in L2 acquisition
The effects of age on the rate of second language learning
The effects of age on ultimate achievement
Age-related effects: some general conclusions
A framework for exploring SLA
Summary and conclusion
PART TWO Description: the characteristics of learner language
PART THREE Explaining second language acquisition: external factors
PART FOUR Explaining second language acquisition: internal factors
PART FIVE Explaining individual differences in second language
PART SIX The brain and L2 acquisition
PART SEVEN Classroom second language acquisition
PART EIGHT Conclusion
Glossary
Bibliography
Author index
Subject index
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This theory of learning was challenged both by Chomskys attack on behaviourism (see his famous review of B.SkinnersVer balLearning in 1959) and also by research on Li acquisition, which showed that children did not seem to learn their mother tongue as a set ofhabits but rather seemed to construct mentalrules, which often bore no resemblance to those manifest in their caretakers speech.This challenge to the received opinion of the day created the necessary climate for the empirical study of L2 acquisition.Were learners errors the result of Li transfer? Did L2 learners, like L1 learners, construct unique mental rules? These were questions that could only be answered by looking at learner language.
Second, many L2 researchers were directly concerned with language pedagogy.The prevailing methods of the day were the audiolingual method and the oral/situational approach.(See Richards and Rogers 1986.) Both of these emphasized tightly structuring the input to the learner and controlling output in order to minimize errors.It was noted, however, that children were successfulin acquiring their mother tongue without such a structured learningenvironment.Also, many L2 learners, children and adults, seemed to be very successful in learning an L2 in natural settings.Newmark (1966), in a seminal paper, argued that L2 learning in the classroom would proceed more efficiently if teachers stopped interfering in the learning process.But how did L2 learners learn in natural settings? What strategies did they use? What made some learners more successful than others? Again, these were questions that invited empirical enquiry.Many of the early studies in SLA research investigated L2 learners m naturalistic or mixed settings, motivated in part by the desire to find what experiences worked for them, so that suitable copies could be introduced into the language classroom.
This, then, constitutes the background to the study of learner Ianguage.It should be clear that, although the empirical studies were primarilydescriptive in nature, they were not atheoretical.In the late ig60s and 1970s a growing consensus was reached that behaviourist theories of L2 learning were inadequate.L2.learners, like L1 learners, were credited with a built-in-syllabus (Corder 1967), which guided their progress.Selinker (1969, 1972)coined the term interlanguage to refer to the special mental grammars that learners constructed during the course of their development.Interlanguage theory credited learners with playing an active role in constructing these grammars.
It treated their behaviour, including their errors, as rule-governed.The language they produced, therefore, reflected the strategies they used to construct provisional grammatical rules (i.e.rules which they subsequently revised).The research that we will now consider helped to shape interlanguage theory and,in many cases, was influenced by it.Thus, although the main concern of this section is the description oflearner language, some attention to theory is inevitable.Interlanguage theory is considered more fully in Chapter 9.
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