第二语言的建构

Preface(序)

Acknowledgements

Listofabbreviations

Chapter1TheRoleofNativeLanguageinSecondLanguageAcquisition

1.1Whatislanguagetransfer

1.1.1Earlierconsiderationontransfer

1.1.2Borrowingtransferandsubstratumtransfer

1.1.3Odlin’Scontribution

1.1.4Transferasacontroversyinsecondlanguageacquisition

1.2Secondlanguageacquisitiondevelopment

1.2.1Ahistoricalsketch

1.2.2Thetheoreticalapproaches

1.2.3UniversalGrammarandsecondlanguageacquisition

1.3OtherapproachestoSLA

1.3.1Functionaltypographicalframework

1.3.2Informationprocessingapproach

1.3.3Variationistapproaches

1.3.4CurrentissuesinSLAresearch

14Structureofthebook

1.5Conclusion

Chapter2LanguageTransfer:aHistoricalReview

2.1Introduction

2.2Historicalreview

2.2.1Earlyattemptsonlanguagetransfer

2.2.2ContrastiveAnalysis

2.2.3ErrorAnalysis

2.2.4CreativeConstructionHypothesis

2.2.5InterlanguagePhase

2.3Recentdevelopment

2.4Languagetransferrevisited:acriticalevaluation

2.4.1Selinker’Sstudy

2.4.2Languagetransfer:reconceptualization

2.5SomepersonalrevelationsOnlanguagetransfer

2.6Conclusion

Chapter3LanguageTransferandUniversalGrammar

3.1Introduction

3.2WhyaUniversalGrammar

3.2.1Whatconstitutesknowledgeoflanguage

3.2.2Howisknowledgeoflanguageacquired

3.2.3Howisknowledgeoflanguageputtouse

3.3WhatdoesUniversalGrammarconsistof

3.3.1PrinciplesandParameters

3.3.2MinimalistProgram

3.4UGandL1acquisition

3.4.1Thelogicalproblem

3.4.2PrinciplesinLIacquisition

3.4.3ParametersinLIacquisition

3.4.4FunctionalcategoriesinL1acquisition

3.5UGandsecondlanguageacquisition

3.5.1ThedifferencesbetweenL1acquisitionandL2acquisition

3.5.2DifferentpossibilitiesofUGsroleinL2acquisition

3.5.3Functionalcategoriesin[2acquisition

3.6Conclusion

Chapter4TheNewResearchTrends

4.1Introduction

4.2TheL2initialstate

4.2.1FullTransfer/PartialAccess

4.2.2NoTransfer/FullAccess

4.2.3FullTransfer/FullAccess

4.2.4PartialTransfer/FullAccess

4.2.5PartialTransfer/PartialAccess

4.3Evidencefortheinitialstate:whatcountsasdata

4.4Interlanguagesandstagesof[2development

4.4.1Development:transferversusnotransfer

4.4.2Development:fullversuspartialaccess

4.5TheL2finalstate

4.5.1UltimateL2attainments

4.5.2Criticalperiods

4.5.3Nearnativespeakercompetence

4.5.4Nonconvergentfinaloutcomes

4.6FindingsaboutfunctionalcategoriesinSLA

4.7Conclusion

Chapter5CriticalEvaluationoftheLinguisticApproachtoSecondLanguageAcquisitionResearches

5.1Introduction

5.2CriticalevaluationofSLAstudieswithinthe,frameworkofUG

5.2.1Strengths

5.2.2Weaknesses

5.3Relevantissues

5.3.1UGasthetheoreticalbaseforSLAstudies

5.3.2Childrenadultsdifferences

5.3.3Phonology

5.3.4Changingviewsandquestions

5.3.5UniversalGrammarandlanguagetypology

5.4Methodologicalmeditation

5.4.1Theoreticalassumptions

5.4.2Methodologicalsurvey

5.4.3GrammaticalityJudgmenttests

5.4.4AcceptabilityJudgementstests

5.4.5Criteriatobemet

5.4.6SomeovergeneralizationsinSLAresearches

5.5Commentsfromnon-UGproponents

5.6Evidenceneededtoexplainthelogicalproblem

5.7Conclusion

Chapter6LanguageTransferandOtherExplanations

6.1Introduction

6.2LanguagetransferandSLAinretrospect

6.3Nativism:howfarisitawayfromtheUG

6.4Cognitivenativism:notanoxymoron

6.4.1Cognitivemodularity

6.4.2Linguisticnativism

6.4.3Developmentalnativism

6.4.4Generalnativism

6.4.5Connectionistnativism

6.5Secondlanguageacquisitionandbeyond

6.6AnintegratedmodelofSLA

6.6.1Anintegratedmodel

6.6.2Preliminarystudies

6.7Conclusion

Chapter7FurtherEvidence

7.1ThetenseandaspectsysteminEnglish

7.1.1Tense

7.1.2Aspect

7.2ThesimplepastandthepresentperfectinEnglish

7.2.1Thesimplepasttense

7.2.2Thepresentperfect

7.3Simplepastversuspresentperfect

7.3.1Forms

7.3.2Function

7.3.3Useoftemporalexpressions

7.3.4Summary

7.4TemporalityinChinese

7.5StudyI

7.5.1Researehquestionsanddesign

7.5.2Resultsandanalysis

7.6StudyII

7.6.1Researchquestionsanddesign

7.6.2Resultsandanalysis

7.7Findingsanddiscussion

7.8Summary

Chapter8Conclusion

8.1Introduction

8.2Recapitulation

8.3Criticalevaluationofthestudy

8.4Implications

8.5Conclusion

Bibliography

Appendix

　　该书在评述前人研究成果的基础上，提出了一个全新的二语习得模式，这在理论和方法上均是一大突破。立论正确，有不少创新点，对不同的学派持宽容的态度，取芜存菁，批判地兼收并蓄，资料翔实，叙述层次分明，分析颇具说服力，语言地道，行文流畅。综上所述，这是一篇具有一定理论深度的优秀作品。并提出了新视角、新方法，理论联系实践，对英语教学，特别是二语习得的研究具有一定的指导意义。【作者简介】　　张雪梅，女，博士，上海外国语大学英语学院副教授，硕士生导师。从事英语教学与研究近20年，研究方向主要为二语习得和英语教学法、语料库语言学。曾参加上海市、教育部和国家社科等多项科研工作。在语言习得语言教学方面发表论文近20篇；译作3部，编写教材和教辅、学术论文集若干。