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《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：
王宇
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：
?
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；
?
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；
?
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%
< br>），以小组为单位的项目
报告（
50%
< br>）。
第一课
Orientation
课
时：
第一周，共
2
课时
教学内容：
第一节
1
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
< br>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 Learning
Issues for Exploration
第二节
The
“
Interference
”
of L1
The
behaviorist Understanding of SLA
Contrastive Analysis
Criticism 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 Linguistics
Criticisms of Chomskyan Linguistics
第二节
Interlanguage
Hypothesis
Error analysis
2
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
Hypothesis
Morpheme 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：
< br>第五周，共
2
课时
教学内容
第一节
Variability in L1 Use
Variability 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.
3
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 Acquisition
Input and Interaction in Natural
Settings
Input and Interaction in
Classroom Settings
Effects 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
over
the
list
of
cognitive
strategies
in
Table
7.1
(P.167-170)
again.
Of
the
15
strategies
listed,
how
many
of
them
have
to
do
with
understanding
the
auditory
or
printed
material?
How
many
of
them
have
to do
with memorizing words and phrases? How many of
them have to do
with learning and
applying syntactic rules?
第八课
Noticing the Native
Speaker Selection
课时：
第八周，共
2
课时
教学内容
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