Han的《成人二语习得中的僵化现象》审视了过去30多年来僵化研究历史,论述了僵化的基本理论问题,搜集和评价了大量的实证研究成果,建议了实证研究的恰当方法。而特别值得推荐的是本书从理论概括的水准上提出了一个研究框架:从宏观和微观两个方面研究僵化。Han的《成人二语习得中的僵化现象》是全面论述僵化现象为数不多的一本专著,是研究人员、教师和研究生考察僵化现象的一本好参考书。
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书名 | 成人二语习得中的僵化现象/当代国外语言学与应用语言学文库 |
分类 | 人文社科-社会科学-语言文字 |
作者 | 韩照红 |
出版社 | 外语教学与研究出版社 |
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简介 | 编辑推荐 Han的《成人二语习得中的僵化现象》审视了过去30多年来僵化研究历史,论述了僵化的基本理论问题,搜集和评价了大量的实证研究成果,建议了实证研究的恰当方法。而特别值得推荐的是本书从理论概括的水准上提出了一个研究框架:从宏观和微观两个方面研究僵化。Han的《成人二语习得中的僵化现象》是全面论述僵化现象为数不多的一本专著,是研究人员、教师和研究生考察僵化现象的一本好参考书。 内容推荐 本书所谓僵化,是指在语言学习过程中,不正确的语言特征永久性地留在学习者的中介语中,成为学习者理解或产出语言的一种方式。它是二语习得中的一种常见现象。 作者审视了30多年来的僵化研究,论述了有关僵化的基本理论,搜集和评价了大量的实证研究成果,提出应在宏观和微观两个层面上,以第二语言习得为背景研究僵化,是为数不多的全面论述僵化现象的专著。 目录 Preface 1 Introduction Fossilization and Ultimate Attainment General failure Differential success / failure A Conceptual Framework An Outline of the Book 2 What is Fossilization? Selinker's Definitions Others' View Dictionary Definitions An Alternative Definition Key Issues Is fossilization global or local? Is fossilization a product or a process? Summary 3 Behavioral Reflexes and Causal Variables An Overview Sample Explanations Absence of corrective feedback Quality of input Lack of access to universal grammar Failure of parameter resetting Learning inhibiting learning Automatization of faulty knowledge Lack of understanding Processing constraints Lack of sensitivity to input Change in emotional state Natural inclination to focus on content, not on form. Avoidance Satisfaction of communicative needs Lack of acculturation Will to maintain identity Two Primary Determinants of Lack of Ability Summary A Macroscopic Analysis: Critical Period Effects The Critical Period Hypothesis CPH in FLA and SLA The Modular Nature of CP Critical Period Effects on Language Learning Summary A Macroscopic Analysis: Native Language Transfer Transfer-inspired Delay in L2 Learning 'Transfer to Somewhere' and 'Transfer to Nowhere Transfer of 'Thinking for Speaking' Preprogramming The Schwartz and Sprouse (1996) study The Sorace (1993) study Summary A Microscopic Analysis: Some Empirical Evidence Some Empirical Studies The longitudinal approach The typical-error approach The advanced-learner approach The corrective-feedback approach The length-of-residence approach Critique of the Methodologies Two recent longitudinal studies Is stabilization synonymous with fossilization? Should a longitudinal study last five years or longer? The Modular Nature of Fossilization Linguistic Features Prone to Fossilization The Multiple Effects Principle Summary Second Language Instruction and Fossilization To What Extent Does Instruction Aid Acquisition? Explicit or implicit instruction? Is grammar instruction necessary? The Zone of capability To What Extent Does Instruction Promote Fossilization? Classroom input Pedagogic strategies Opportunity for use of language Summary 8 Summary and Conclusion A Synopsis Implications for Research and Practice General Directions for Future Research References Index |
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