精选优质文档-----倾情为你奉上《应用语言学》课程教学大纲课程代码：ENGL2049课程类别：专业选修课授课对象：英语、英语师范专业开课学期：秋（第7学期）学分： 2主讲教师： 指定教材：1. 《应用语言学》（第二版），乐眉云主编，南京师范大学出版社，2004年2. 《第二语言习得研究与外语学习》，丁言仁，上海外语教育出版社，2004年教学目的（含课程内容和考核方式）应用语言学有狭义和广义之分狭义的应用语言学专指语言教学，特别是指第二语言教学或外语教学广义的应用语言学则涵盖所有与语言和语言学应用有关的学科，包括第二语言习得、社会语言学、心理语言学、神经语言学等等本课程将重点选取与学生英语学习密切相关的领域——即第二语言习得和第二语言教学——进行分析和讨论本课程是面向英语和英语教育专业所有学生的一门专业选修课，其教学目的为：l 帮助学生了解第二语言习得和第二语言教学方面的基本理论和主要论题，培养学生的研究兴趣和一定的批评能力；l 引导学生自觉地运用应用语言学原理指导和促进英语学习；l 掌握基本的应用语言学研究方法，为撰写毕业论文打下基础 本课程分三个模块，主要内容包括：模块一：第二语言习得，包括学习者语言/中介语、影响第二语言习得的外在因素、第二语言习得的内在机制、学习者个体差异、二语习得理论、课堂教学与第二语言习得等。
模块二：第二语言教学，包括语言技能（包括听、说、读、写）的教学和语言评估模块三：应用语言学的研究方法和论文写作考核方式：课堂讨论（20%），课外文献阅读（30%），以小组为单位的项目报告（50%）第一课 Orientation课时：第一周，共2课时教学内容：第一节 What is applied linguistics? The Role of Applied Linguistics The Nature of Applied Linguistics第二节 Why should we study applied linguistics?Applied Linguistics and the Language Teacher思考题:1. What is the relationship between Linguistics and applied linguistics: hierarchy or partnership?2. Can there be a unitary theory of applied linguistics, or indeed do theories of applied linguistics exist at all?3. Should applied linguists be theoretical?模块一（第2课——第8课）：Essential Concepts and Theories in SLA第二课 Puzzles in SLA & The Influence of Behaviorism课时：第二周，共2课时教学内容第一节SLA as a Field of LearningIssues for Exploration第二节The “Interference” of L1The behaviorist Understanding of SLAContrastive AnalysisCriticism from Empirical Research思考题：1. Think of more features on which students make errors sometimes but do fairly well other times. Describe the conditions under which they tend to err and those under which they tend to get it correct.2. Think of a few areas of difficulty for advanced Chinese learners of English. Do there areas represent features that are overtly or slightly different from their Chinese counterparts?第三课 The “Chomskyan Revolution”课时：第三周，共2课时教学内容第一节Chomskyan LinguisticsCriticisms of Chomskyan Linguistics第二节Interlanguage HypothesisError analysis思考题：1. Give examples of errors young children make when they are learning to speak Chinese. You may recall the errors you yourself made when you were little.2. Sometimes sentences may look similar, but their functions can be very different. Compare “Jack comes here” with “Here comes Jack.” What are their differences? Think of situations in which you can use one but not the other.第四课 Natural Order and comprehensible Input课时：第四周，共2课时教学内容第一节Natural Order HypothesisMorpheme Studies and Their findings第二节 Problems with Error Analysis and Morpheme Studies Comprehensible Input Hypothesis思考题：1. If you know any international students or any other non-native speakers of Chinese, carefully observe their speech. Do they make errors that are similar to those you once made when you were a child?2. What are the flaws in Krashen’s Comprehensible Input Hypothesis?第五课 Variability in Performance and Acquisition课时：第五周，共2课时教学内容第一节Variability in L1 UseVariability in L2 Language Learner第二节 Role of Variability in SLA Learner Variation思考题：1. Discuss the possible reasons for the L2 performance variation found in the Foster and Skehan study and Zhu Lingzhi’s study.2. Think of as many categories as you can that would characterize your current and former classmates, such as extroverts, introverts, bookworms, athletes, loners, born leaders, social butterflies, teachers’ pets, to name a few. Discuss, in small groups, how different character traits affect language learning differently, and what traits are associated with good language learning and why.第六课 Input and Interaction课时：第六周，共2课时教学内容第一节Input and Interaction in L1 AcquisitionInput and Interaction in Natural SettingsInput and Interaction in Classroom SettingsEffects of Input and Interaction on SLA第二节 Criticism of the Interaction Hypothesis Swain’s Output Hypothesis Empirical Studies on the Role of Interaction思考题：1. In China, we use Chinese all the time, but we may still suddenly fail to recall a term (or name of a person) we want to use. What do you do if this happens to you when you are (1) shopping, (2) visiting a university president, or (3) delivering a speech to a large audience?2. Recall one of your encounters with a person from overseas who was using Chinese as his or her L2. How soon did you become aware that this person might have trouble following you? What did you do to modify your speech so that you could be correctly understood?第七课 Learner Strategies课时：第七周，共2课时教学内容第一节Production Strategies Communication Strategies第二节Learning Strategies The Role of Memorization Strategies思考题：1. Presumably, production strategies will help us with production and communication, but will they also help us with L2 learning? Are there any strategies that do not facilitate our learning?2. Go o。