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Ⅳ. Summary
【教学重点与难点问题】
教学重点：the understanding of some linguistic terms: teachability hypothesis; production-based instruction; input-based instruction; consciousness-raising 教学难点：the understanding of some linguistic theories
【复习参考题】
1. What do the two experiments that Lightbown describes show about the effectiveness of instruction?
2. Why are relative clauses an appropriate grammatical structure to test whether “generalization of instruction” takes place?
第十部分Conclusion: Multiple Perspectives in SLA
【教学目的和要求】
教学目的：学生能够了解对第二语言习得研究的多重观点。 教学要求：要求学生掌握第二语言习得研究的多层面性。 【内容提要】
The multiple-perspectives in SLA 【教学重点与难点问题】
教学重点: the multiple-perspectives in SLA
教学难点: To understand that different types of enquiry that characterize SLA and different types of explanations provided reflect the different purposes of researchers 【复习参考题】
Why do you think terminology proliferated in SLA? Do you think Gregg is right to criticize this?
执笔人： 许巧军 审核人：孙延弢
《 第二语言习得概论》课程考核大纲
【考核目的】
考核学生对第二语言习得的基础知识和基本理论的掌握情况，考核学生对第二语言习得理论的运用能力形成情况，使学生了解自己在理论及其运用方面的不足，为第二语言习得教学提供反馈信息。 【课程学习的基础】
“语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。（这些知识不在考试范围之内）
【考核的内容范围】
第二语言习得的定义，学习者语言的性质，中介语及其社会、语篇、心理语言学和语言学层面的特征，第二语言习得过程中的个性差异，各种课堂教学方法对第二语言习得的作用等。
【考核方法】
期末开卷笔试，占60%；平时（出勤、提问、作业等）占40%。 【对试题的要求】
1. 题型比例：
客观性试题占80%，包括判断题、填空题、概念题等； 主观性试题占20%，包括简答题、论述题等。
2. 难度等级：分为较易、中等、较难三个等级，大概比例是20：60：20。 【考试的具体内容】
第一部分Introduction: Describing and Explaining L2 Acquisition 知识点：
1.learner language 2. target language 3. input 4. language aptitude 5. case study 6. overuse 7. item learning 8. system learning 9.mentalist 10 .formulas 考核目标： 1.识记：（1）learner language（2）target language 2.理解：（1）input （2）item learning （3）system learning
(4)learners? overuse of linguistic forms
3.应用：(1)case study (2) formulas (3) item learning (4) system learning 第二部分The Nature of Learner Language 知识点：
1. errors and mistakes 2. omission 3. overgeneralization 4. transfer 5. global errors 6. local errors 7. silent period 8. acquisition order 9. sequence of acquisition
10. accuracy order 11. transitional constructions 12. U-shaped course of development 13. restructuring 14. linguistic context 15. psycholinguistic context 16. form-function mappings 17. fossilization 考核目标：
1.识记：(1) fossilization (2) free variation (3) omission
(4) overgeneralization (5) restructuring
2.理解：（1）accuracy order & acquisition order（2）silent period
（3）global errors & local errors (4)U-shaped course of development (5)linguistic /psycholinguistic/situational context
3.应用：（1）identify errors (2)describing errors (3)explaining errors (4)error evaluation 第三部分Interlanguage 知识点：
1. interlanguage 2. behaviorist learning theory 3. mentalist theory of language learning
4. language acquisition device 5.interlanguage continuum 6. learning strategies 7.backsliding 8.intake 考核目标：
1.识记：(1)interlanguage（2）Backsliding（3）interlanguage continuum (4)intake (5)behaviorist learning theory (6)mentalist
2.理解：(1)behaviorist learning theory（2）language acquisition device
（3）mentalist theory of language learning
3.应用： Try to analyze your own “interlanguage”. 第四部分Social Aspects of Interlanguage 知识点：
1. stylistic continuum 2. careful style 3. vernacular style 4. accommodation theory
5. convergence & divergence 6.acculturation model 7.pidginization 8. social distance 9.psychological distance 10.investment 考核目标：
1.识记：（1）careful style （2）vernacular style （3）pidginization 2.理解：（1）stylistic continuum （2）accommodation theory
（3）psychological (4) convergence & divergence
3.应用：(1) careful style (2) vernacular style 第五部分Communicative Language Teaching 知识点：
1. discourse rules 2. foreigner talk 3. negotiation of meaning 4. input hypothesis 5. comprehensible input 6. interaction hypothesis
7. negative evidence 8. scaffolding 9. zone of proximal development 10. auto-input 考核目标：
1.识记：(1)foreigner talk (2) negotiation of meaning (3)auto-input
（4）comprehensible input （5）scaffolding;
2.理解：（1）interaction hypothesis （2）input hypothesis
（3）zone of proximal development
3.应用：(1)discourse rules (2) negotiation of meaning (3) scaffolding 第六部分Psycholinguistic Aspects of Interlanguage 知识点：
1.L1 transfer 2. communication strategies 3.negative transfer 4.positive transfer 5. avoidance 6.overuse 7.contrastive analysis 8.speech acts
9.restructuring continuum 10.noticing 11.implicit knowledge 12. explicit knowledge 13.notice the gap 14.operating principles 15.dimensional model 16.processing constraints 17.distributed processing 考核目标：
1．识记：(1)negative transfer (2) positive transfer (3) explicit knowledge (4)speech act (5)noticing;
2．理解：(1)communication strategies (2) notice the gap (3)contrastive analysis
(4)operating principles (5)implicit knowledge (6) explicit knowledge (7) restructuring continuum;
3. 应用：(1) Notice the gap between what they have observed in the input and the current
state of their interlanguage as manifested in their own output. (2) communication strategies
第七部分Linguistic Aspects of Interlanguage
知识点：
1. universal grammar 2. accessibility hierarchy 3. poverty of the stimulus 4. positive evidence 5. negative evidence 6. critical period hypothesis 7.markedness 考核目标：
1．识记：(1)accessibility hierarchy (2) positive evidence (3) negative evidence
2．理解：(1)universal grammar (2)poverty of the stimulus (3)critical period hypothesis 3．应用: (1) accessibility hierarchy (2) critical period hypothesis 第八部分Individual Differences in L2 Acquisition 知识点：
1.language aptitude 2.motivation: instrumental motivation; integrative motivation;
resultative motivation; intrinsic motivation; 3.learning strategies 考核目标：
1.识记： (1) instrumental motivation (2)integrative motivation (3)resultative motivation (4)intrinsic motivation; 2. 理解：(1)learning strategies (2)language aptitude;
3. 应用：(1) instrumental motivation (2) integrative motivation
(3) resultative motivation (4) intrinsic motivation; (5) learning strategies
第九部分Instruction and L2 Acquisition 知识点：
1. form-focused instruction 2. teachability hypothesis 3. production-based instruction 4. input-based instruction 5. consciousness-raising 6. input flooding 7. learner-instruction matching 考核目标：
1．识记：(1) production-based instruction (2)input-based instruction (3)input flooding 2. 理解：(1)teachability hypothesis (2) consciousness-raising
3．应用：(1)form-focused instruction (2) production-based instruction
(3) input-based instruction (4) consciousness-raising (5)learner-instruction matching
第十部分Conclusion: Multiple Perspectives in SLA 知识点：
the multiple-perspectives in SLA 考核目标：
1．识记： the multiple-perspectives in SLA
2. 理解： To understand that different types of enquiry that characterize SLA and different
types of explanations provided reflect the different purposes of researchers.
3．应用： Give some models of L2 acquisition that incorporate the perspectives we have
learned.
【样题】
I. Decide whether the statements are true (T) or false (F) （每小题2分，共20分）
1. Avoidance is said to take place when specific target language structures are under-represented in the learner?s production in comparison to native-speakers production.
2. Behaviorist learning theory of language acquisition emphasize the importance of the innate
capacity of the language learner at the expense of environmental factors. 3. When language users are able to attend closely to the form of the language they produce, they call upon their ?careful style?. A ?careful style ? is evident in formal language tasks such as reading pairs of words, or doing a grammar test. 4. Aptitude refers to the specific ability a learner has for learning a second language. This is hypothesized to be separate from the general ability to master academic skills, which is referred to as ?intelligence?.
5. Backsliding involves the use of a rule belonging to some late stage of development. It occurs when learners are under some pressure, as, for instance, when they have to express difficult subject matter or are feeling anxious.
6. Communication strategies are employed when learners are faced with the task of
communicating meanings for which they lack the requisite linguistic knowledge.
7. Access to comprehensible input may be an unnecessary condition for acquisition to take place.
8. This states that there is a period when language acquisition can take place with effort, but that after a certain age the brain is no longer able to process language input in this way.
9. Error analysis involves collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness.
10. When native speakers address learners, they adjust their normal speech in order to make the speech more formal. Ⅱ. Define the following terms（每小题3分，共30分） 1. learner language 2. errors
3. the critical period hypothesis 4. complete access 5. language aptitude
6. poverty of the stimulus 7. pidginization
8. processing constraints 9. communication strategies 10.careful style Ⅲ Fill in the blanks with the appropriate words（每空2分，共30分）
1. The theory that also draws on the idea of stylistic variation but which is more obviously
social is _______?s accommodation theory.
2. According to Krashen, L2 acquisition depends on ________.
3. Explicit knowledge may help learners to move from intake to acquisition by helping them to ________ between what they have observed in the input and the current state of their ________ as manifested in their own output.
4. The idea of _________. This credits the learner with the ability to perform a number of mental tasks at the same time, for example, the ability to attend to both form and meaning while processing input.
5. Various kinds of motivation have been identified: _________, __________, __________, and ________.
6. The Grammar Translation Method and the __________ both attempts to teach learners grammar, differing only in how this is to be accomplished.
7. Backsliding is the production of errors representing a(n) ________stage of development. 8. Foreigner talk is the _________that native speakers use when addressing non-native speakers.
9. According to Stephen Krashen?s input hypothesis, L2 acquisition takes place when a learner understands input that contains ________forms that are at ?i+1?(i.e. are a little more advanced than the current state of the learner?s interlanguage).
10. The critical period hypothesis is a period during which language acquisition is easy and complete and ________which it is difficult and typically incomplete. 11. Language aptitude is the ability that is believed to be in part related to ________ intelligence but also to be in part distinct.