第二语言习得新发展研究(新时代外国语言文学新发展研究丛书)

**部分 概述 ··························1

第1 章 第二语言习得研究的发展历程 ················3

1.1 二语习得研究的发端 ·····················3

1.2 二语习得研究的学科性 ····················4

1.2.1 学科定位 ·························4

1.2.2 研究对象 ·························5

1.2.3 学科性质 ·························9

1.3 二语习得研究的发展阶段 ···················10

1.3.1 对比分析 ·························10

1.3.2 错误分析 ·························12

1.3.3 中介语研究 ························13

1.3.4 英语作为国际通用语研究 ··················14

1.4 二语习得研究的认识方法论 ··················15

1.4.1 认识论与二语习得理论构建 ·················16

1.4.2 基于唯理论的认知派····················17

1.4.3 基于经验论的社会派····················18

1.4.4 认知派与社会派之间的主要分歧 ···············19

1.4.5 二语习得理论构建的融合观 ·················20

第2 章 第二语言习得研究的发展现状 ················25

2.1 国内二语习得研究文献计量学分析 （1998—2020） ········25

2.1.1 研究工具与数据采集·····················25

2.1.2 发文量年度分布 ·······················26

2.1.3 二语习得研究热点议题：基于关键词分析 ··· 27

2.1.4 国内二语习得研究文献共被引分析 ············ 30

2.1.5 二语习得研究机构及发表期刊统计分析 ···· 34

2.2 国际二语习得研究文献计量学分析 （2009—2020） ········ 36

2.2.1 研究工具与数据来源····················· 36

2.2.2 国际二语习得研究文献共被引分析 ············ 36

2.2.3 国际二语习得研究关键词分析 ·················51

2.3 基于WOS 中 h 指数的二语习得研究聚焦主题分析 ··········56

2.3.1 术语介绍与研究方法······················56

2.3.2 聚焦主题1：借助神经科学研究语言发展与大脑机制的关系 ·····59

2.3.3 聚焦主题2：元分析成为一个主要的研究手段 ···········61

2.3.4 聚焦主题3：二语习得与双语研究 ············· 63

2.3.5 聚焦主题4：年龄因素与二语*终成效 ····· 66

2.3.6 聚焦主题5：二语习得与二语写作以及纠正性反馈的作用 ······67

第二部分 第二语言习得研究的成果···················71

第3 章 第二语言习得研究的理论及模式 ················73

3.1 普遍语法视角下的二语习得研究 ·················73

3.1.1 从宏观逻辑到微观机制 ····················74

3.1.2 从单一界面到多界面·····················75

3.2 二语习得的可加工理论 ·····················78

3.3 二语习得的输入加工理论 ····················81

3.4 基于使用取向的二语习得理论 ··················84

3.5 社会文化视角下的二语习得研究 ·················87

3.5.1 社会文化理论的主要概念 ···················87

3.5.2 社会文化视角的二语习得研究 ·················88

3.6 动态系统理论视角下的二语发展 ·················90

3.7 二语学习策略模式 ·······················92

3.8 监察模式 ···························95

3.8.1 习得—学习假说 ·······················96

3.8.2 自然顺序假说 ························97

3.8.3 监察假说 ··························97

3.8.4 语言输入假说 ························98

3.8.5 情感过滤假说 ························99

第4章 第二语言习得研究的代表性成果、人物和团体 ··········105

4.1 二语习得研究的代表性成果 ···················105

4.1.1 期刊论文 ··························105

4.1.2 学术专著 ··························115

4.2 二语习得研究的代表性人物 ···················118

4.3 二语习得研究的代表性团体 ···················139

第三部分 第二语言习得研究的方法 ··················143

第5 章 第二语言习得研究设计 ····················145

5.1 定量研究 ···························146

5.1.1 定量研究的定义 ·······················146

5.1.2 定量研究的种类 ·······················148

5.1.3 定量研究的信度效度······················159

5.2 定性研究 ····························162

5.2.1 定性研究的定义 ························162

5.2.2 定性研究的种类 ························165

5.2.3 定性研究的信度效度·······················167

5.3 混合研究 ·····························169

5.3.1 混合研究的定义 ·························170

5.3.2 混合研究的种类 ·························171

5.3.3 混合研究的信度效度·······················175

第6 章 第二语言习得研究的跨学科性 ···················177

6.1 二语习得理论的跨学科性 ·······················177

6.2 二语习得实证研究的跨学科性 ·····················178

6.3 二语习得的多维性特征 ························183

6.3.1 微观层面 ·····························184

6.3.2 中观层面 ·····························185

6.3.3 宏观层面 ·····························186

6.4 跨学科性对二语习得研究的机遇与挑战 ······ 188

6.4.1 跨学科性对二语习得研究的机遇 ·············· 188

6.4.2 跨学科性对二语习得研究的挑战 ·············· 191

6.5 未来研究发展方向 ······················194

第四部分 第二语言习得的实践研究 ·····················201

第7章 任务教学法 ····························203

7.1 理论背景与概述 ···························203

7.2 任务教学法中的“任务”类型 ·····················204

7.3 任务教学法的实施模式和原则 ·····················207

7.4 任务教学法的应用研究 ························208

7.4.1 理论探讨 ·····························208

7.4.2 写作教学 ·····························211

7.4.3 听说教学 ·····························211

7.4.4 任务复杂度 ····························212

7.4.5 语法教学与激发学习兴趣 ······················213

7.5 任务教学法的发展与面临的挑战 ·················213

第8章 续论 ·······························217

8.1 续论的提出背景 ···························217

8.2 续论的发展历程 ···························219

8.2.1 写长法 ······························219

8.2.2 读后续写 ·····························221

8.2.3 语言理解与产出的不对称性 ·····················222

8.2.4 模仿与创造 ····························223

8.2.5 续论的构建与完善 ·························224

8.3 续论的应用 ·····························228

8.3.1 词汇层面 ·····························228

8.3.2 句法层面 ·····························229

8.3.3 写作层面 ·····························229

8.3.4 翻译层面 ·····························230

8.4 续论的质疑与进一步发展 ·······················231

第9 章 产出导向法 ····························233

9.1 理论背景 ······························233

9.2 产出导向法的发展 ··························234

9.2.1 理论预热期 ····························234

9.2.2 理论雏形期 ····························236

9.2.3 理论形成期 ····························237

9.2.4 理论修订期 ····························240

9.2.5 理论再修订期 ···························241

9.3 产出导向法的应用 ··························245

9.4 产出导向法面临的挑战与展望 ·····················247

第10 章 汉语作为第二语言习得研究·····················249

10.1 现状分析 ······························249

10.2 发展脉络 ······························250

10.2.1 综述类研究 ····························251

10.2.2 理论类研究 ····························252

10.2.3 实证类研究 ····························253

10.3 “词本位”与“字本位”教学之争 ··········· 254

10.3.1 词本位教学 ····························255

10.3.2 字本位教学 ····························256

10.4 效果与评价 ·····························257

第五部分 结语 ······························261

第11章 中国外语教学与第二语言习得理论创新········263

11.1 二语习得的本质与外语教学 ······················264

11.2 汉语母语与英语二语本体上的差异 ···········266

11.3 大脑差异与思维方式 ·························267

11.4 国际二语习得理论在中国的传播 ···············268

11.5 中国二语习得理论的创新 ·······················271

参考文献 ································273

术语表 ·································347