目录
目 录 Preface Halliday F12 王宗炎序 F13 Preface by Chomsky F16 沈家煊序 F23 导读 F26 Preface F38 Acknowledgments F41 1 Language, Learning, and Teaching Language, 4 Learning and Teaching, 7 Trends in Linguistics and Psychology, 8 Applied Linguistics, 12 Theories and Methods, 14 In the Classroom: The Grammar Translation Method, 16 Suggested Readings, 17 Topics and Questions for Study and Discussion, 18 2 First Language Acquisition 20 Theories of First Language Acquisition, 21 Behavioristic Approaches, 22 The Nativist Approach, 24 Functional Approaches, 28 Competence and Performance, 31 Comprehension and Production, 33 Nature or Nurture , 34 Universals, 35 Systematicity and Variability, 36 Language and Thought, 37 Imitation, 38 Practice, 39 Input, 40 Discourse, 41 In the Classroom: Gouin and Berlitz- The First Reformers, 42 Suggested Readings, 45 Topics and Questions for Study and Discussion, 45 3 Comparing and Contrasting First and Second Language Acquisition 48 Types of Comparison and Contrast, 51 The Critical Period Hypothesis, 52 Neurological Considerations, 53 Psychomotor Considerations, 56 Cognitive Considerations, 58 Affective Considerations, 61 Linguistic Considerations, 64 Issues in First Language Acquisition Revisited, 66 In the Classroom: The Audiolingual Method, 70 Suggested Readings, 71 Topics and Questions for Study and Discussion, 72 4 Human Learning 74 Of Mice and Men, 74 Classical Behaviorism, 76 Skinner''''s Operant Conditioning, 77 Ausubel''''s Meaningful Learning Theory, 79 Systematic Forgetting, 82 Rogers''''s Humanistic Psychology, 85 Types of Learning, 87 Transfer, Interference, and Overgeneralization, 89 Inductive and Deductive Reasoning, 92 Intelligence and Second Language Learning, 93 In the Classroom: The Designer Methods of the Seventies, 95 Suggested .Readings, 100 Topics and Questions for Study and Discussion, 100 5 Styles and Strategies 103 Process, Style, and Strategy, 103 Learning Styles, 104 Field Independence, 105 Left-and Right-Brain Functioning, 109 Ambiguity Tolerance, 111 Reflectivity and Impulsivity, 112 Visual and Auditory Styles, 113 Strategies, 114 Learning Strategies, 115 Communication Strategies, 118 Learner Strategy Training, 124 In the Classroom: Styles and Strategies in Practice, 128 Suggested Readings, 132 Topics and Questions for Study and Discussion, 132 6 Personality Factors 134 The Affective Domain, 135 Self-Esteem, 136 Inhibition, 138 Risk-Taking, 140 Anxiety, 141 Empathy, 143 Extroversion, 145 Myers-Briggs Character Types, 147 Measuring Affective Factors, 150 Motivation, 152 Instrumental, Integrative, and Assimilative Motivation, 153 Intrinsic and Extrinsic Motivation, 155 In the Classroom: Putting Methods into Perspective, 157 Suggested Readings, 160 Topics and Questions for Study and Discussion, 161 7 Sociocultural Factors 163 Cultural Stereotypes, 165 Attitudes, 167 Acculturation, 169 Culture in the Classroom, 173 Social Distance, 176 Pidginization, 178 Perceived and Optimal Social Distance, 179 Sociopolitical Considerations, 181 Language, Thought, and Culture, 183 In the Classroom: Toward a Principled Approach ''''to Language Pedagogy. 187 Intrinsically Motivating Techniques: A Check List, 188 Suggested Readings, 189 Topics and Questions for Study and Discussion, 190 8 Contrastive Analysis, Interlanguage, and Error Analysis 192 The Contrastive Analysis Hypothesis, 193 Hierarchy of Difficulty, 194 Moderating the Contrastive Analysis Hypothesis, 199 Markedness and Universal Grammar, 202 Interlanguage, 203 Error Analysis, 204 Identifying and Describing Errors, 207 Stages of Interlanguage Development, 211 Sources of Error, 213 Fossilization, 217 In the Classroom: Error Correction, 219 Suggested Readings, 222 Topics and Questions for Study and Discussion, 223 9 Communicative Competence 226 On Defining Communicative Competence, 227 Pragmatics, 230 Language Functions, 231 Discourse Analysis, 235 Styles and Registers, 238 Language and Gender, 240 Nonverbal Communication, 241 Communicative Language Teaching, 244 In the Classroom: Notional-Functional Syllabuses, 246 Suggested Readings, 248 Topics and Questions for Study and Discussion, 249 10 Language Testing 251 What is a Test , 251 Practicality, 253 Reliability, 253 Validity, 254 Kinds of Tests, 257 Historical Perspectives, 261 Discrete Point and Integrative Testing, 262 Language Proficiency: Unitary or Divisible , 264 Assessing Communicative Language Ability, 265 Oral Proficiency Testing, 267 In the Classroom: Steps to Creating Intrinsically Motivating Tests, 270 Suggested Readings, 272 Topics and Questions for Study and Discussion, 273 11 Theories of Second Language Acquisition 275 Taxonomies, Hypotheses, and Models, 276 Krashen''''s Input Hypothesis, 279 McLaughlin''''s Attention-Processing Model, 282 Bialystok''''s Analysis/Automaticity Model, 284 Variability Models, 287 The Believing and Doubting Games, 288 From Theory to''''Practice, 290 Intuition: The Search for Relevance, 292 Out on a Limb: The Ecology of Language Acquisition, 295 Suggested Readings, 297 Topics and Questions for Study and Discussion, 297 Bibliography 300 Index 335 文库索引 348
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