| 内容提要 Abbreviations Chapter 1 Cognitive theories relevant to second language acquisition 1.1 A general review of memory 1.1.1 Definition of memory: What is memory? 1.1.2 Types of memory 1.1.3 The mechanisms of memory : Register, retention and retrieval (3R) 1.1.4 Functions of Memory.. What affects what we remember? 1.2 Mental lexicon : 1.2.1 Dimensions of word knowledge: what is stored in the mental lexicon 1.2.2 Organization of the mental lexicon 1.2.3 Models of lexical access 1.2.4 The representation of a biIingual' s mental lexicon 1.3 Power-law learning 1.4 Characteristics of language skill learning Conclusion Chapter 2 Second language acquisition: key concepts and theories 2.1 Pre-cognitive SLA period: key figures and their contributions 2.1.1 Pit Corder and error analysis 2.1.2 Larry Selinker and Interlanguage fossilization 2.1.3 Stephen Krashen and his famous five hypotheses 2.1.4 Swain' s Comprehensible Output hypothesis 2.1.5 Language transfer and mother tongue interference 2.1.6 Individual Differences or learner characteristics 2.2 Post-cognitive SLA period: representatives and their areas of research 2.2.1 Explicit knowledge versus implicit knowledge 2.2.2 Richard Sehmidt' s Attention hypothesis 2.2.3 Maclaughlin' s information processing model 2.2.4 Anderson' s Adaptive Control of Thought (ACT) model 2.2.5 Fodor and Modularity 2.2.6 Connectionist model of SLA 2.2.7 MacWhinney' s Competition Model 2.2.8 Pienemann and Processability theory 2.2.9 Nick Ellis and the Chunking Strategy in SLA 2.2.10 Bialystok' s Analysis-Control model and distinction between analyzed and unanalyzed knowledge 114 2. 2.11 VanPattem' s Input and output hypothesis Conclusion Chapter 3 From Language Acquisition to Foreign Language Learning 3.1 From Language Acquisition to Foreign Language Learning 3.2 Left-hemisphere lateralization and Plasticity 3.3 Chomsky and his Universal Grammar 3.4 Language Learning: Types of comparisons and contrast 3.4.1 Child first language acquisition vs adult foreign language learning 3.4.2 Child second language acquisition vs adult second language acquisition 3.4.3 Second language acquisition vs foreign language learning 3.5 A pedagogical implication: Age of Acquisition 3.5.1 language and Cognition: the effects of multilingualism 3.5.2 The Mediated Role of Language in the Development of Human Higher Mental Functions 3.5.3 Different approaches to learners of different ages 3.5.4 Implication: language planning in China Conclusion Chapter 4 Implications of cognitive theories for SLA: metacognitive strategies for FLL 4.1 Change of orientation on learner strategy research 4.2 Need of strategy instruction and learner autonomy 4.3 Ways to raise learners' consciousness of learner strategies 4.4 Metaognifive strategies in teaching grammar 4.4.1 GrAmmatical knowledge versus grammatical competence 4.4.2 Linguistic grammar versus pedagogic grammar 4.4.3 Grammar core and grammar peripherals 4.4.4 Comprehension ability and production ability 4.4.5 A tentative approach to grammar teaching 4.5 Metacognitive strategies in teaching vocabulary 4.5.1 Types of vocabulary 4.5.2 Metacoguitive strategies in converting receptive vocabulary into productive vocabulary Conclusion Chapter 5 The Optimal Input and Optimal Output hypothesis 5.1 Psychological basis 5.1.1 Relation between language and thought 5.2 The optimal input hypothesis 5.2.1 The role of input 5.2.2 Characteristics of optimal input 5.3 The Optimal Output hypothesis 5.3.1 The role of output 5.3.2 Types of output 5.3.3 A Pedagogical Implication : Learning from output Conclusion Chapter 6 Foreign Language Teaching methodologies 6.1 The Grammar-Translation' method 6.2 The Direct method 6.3 The Oral approach or the Situational language teaching 6.4 The Audiolingual Method 6.5 Communicative Language Teaching 6.6 Total Physical Response (TPR) 6.7 The Silent Way .. 6.8 Community Language Learning 6.9 The Natural Approach 6.10 Suggestopedia 6.11 Teaching English through movies —— a Holistie Approach Conclusion Chapter 7 Foreign Language Testing 7.1 Types of tests and their functions 7.2 Backwash Effect 7.3 Criteria of tests 7.4 Interpreting test scores 7.4.1 Measures of Central Tendency 7.4.2 Measures of Dispersion 7.5 Item Analysis 7.6 A Sample of erroneous Multiple Choice Questions 7.7 A summary of the principles we should observe in designing good MCQ items Bibliography |
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