目录

王宗炎序
沈家煊序
导读
1 Language,Learning,and Teaching
2 First Language Acquisition
3 Comparing Contrasting First and Second Language Acquisition
4 Human Learning
5 Styles and Strategies
6 Personality Factors
7 Sociocultursl Factors
8 Contrastive Analysis,Interlanguage,and Error Analysis
9 Communicative Competence
10 Language Testing
11 Theories of Second Language Acquisition
Bibliograbhy
Index
文库索引

内容摘要

　　《当代国外语言学与应用语言学文库》首批54种自2000年9月问世以来，取得很大成功，首印5000套供不应求，10月份开始重印6000套。能在短短的几个月内出版发行如此宏大规模的语言学著作，这在我国学述出版发行史上是不多见的。自出版以来，许多单位和个人争相订购，研究生和大学生把《文库》视为良师益友，教师无论老中青都把《文库》视为知识更新的源泉。实践证明，外研社推出的《文库》受到了国内语言学界和外语教学界的普遍好评，它将成为推动我国语言学教学与研究和外语教学与研究的一个宝库。
　　在成功出版《文库》首批54种的基础上，外研社现在又推出《文库》第二批58种。《文库》第二批具有五大特色：一、由58部英文原著组成，所覆盖的学科从首批的26个增加到现在的33个，新增学科包括语言学史、语言哲学、认知语言学、人类语言学、语言的起源、语法化学说等，能更广泛地满足读者的需求；二、收入了当代语言学大师索绪求、萨丕求、布龙菲求德、韩礼德、乔姆斯基、奥斯汀、格莱斯、利奇等名家的最有影响的作品，具有更高的权威性；三、增加了牛津大学出版社、哈佛大学出版社等世界知名出版社出版的语言学经典著作；四、依然配有专家导读，专家的队伍比首批更为强大；五、世界著名语言学家乔姆斯基教授和我国著名语言学家沈家煊教授作序。
　　本《文库》是一个大型的、开放性的系列丛书，它将对我国语言学教学与研究和外语教学与研究起到积极的推动作用。今后，外研社还将继续引进，争取把国外最新的、最具影响的语言学和应用语言学著作不断地奉献给广大读者。
　　

Prefaca Halliday 王宗炎序 Preface by Chomsky 沈家煊序 导读 Preface Acknowledgments 1 Language，Learning，and Teaching Language，4 Learning and Teaching，7 Trends in Linguistics and Psychology，8 Applied Linguistics，1 2 Theories and Methods，14 In the Classroom：The Grammar Translation Method，16 Suggested Readings，17 Topics and Questionsfor Studr and Discussion，18 2 First Language Acquisition Theories of First Language Acquisition，21 Behavioristic Approaches，22 The Nativist Approach，24 Functional Approaches，28 Competence and Performance，31 Comprehension and Production，33 Nature or Nurture?，34 Universals，35 Systematicity and Variability，36 Language and Thought，37 Imitation，38 Practice，39 Input．40 Discourse，41 In the Classroom: Gouin and Berlitz--The First Reformers, 42 Suggested Readings, 45 Topics and Questions for Study and Discussion, 45 3 Comparing and Contrasting First and Second Language Acquisition Types of Comparison and Contrast, 51 The Critical Period Hypothesis, 52 Neurological Considerations, 53 Psychomotor Considerations, 56 Cognitive Considerations, 58 Affective Considerations, 61 Linguistic Considerations, 64 Issues in First Language Acquisition Revisited, 66 In the Classroom: The Audiolingual Method, 70 Suggested Readings, 71 Topics and Questions for Study and Discussion, 72 4 Human Learning Of Mice and Men, 74 Classical Behaviorism, 76 Skinner's Operant Conditioning, 77 Ausubel's Meaningful Learning Theory, 79 Systematic Forgetting, 82 Rogers's Humanistic Psychology, 85 Types of Learning, 87 Transfer, Interference, and Overgeneralization, 89 Inductive and Deductive Reasoning, 92 Intelligence and Second Language Learning, 93 In the Classroom: The "Designer" Methods of the Seventies, 95 Suggested Readings, 100 Topics and Questions for Study and Discussion, 100 5 Styles and Strategies Process, Style, and Strategy, 103 Learning Styles, 104 Field Independence, 105 Left- and Right-Brain Functioning, 109 Ambiguity Tolerance, 111 Reflectivity and Impulsivity, 112 Visual and Auditory Styles, 113 Strategies, 114 Learning Strategies, 115 Communication Strategies, 118 Learner Strategy Training, 124 In the Classroom: Styles and Strategies in Practice, 128 Suggested Readings, 132 Topics and Questions for Study and Discussion, 132 6 Personality Factors The Affective Domain, 135 Self-Esteem, 136 Inhibition, 138 Risk-Taking, 140 Anxiety, 141 Empathy, 143 Extroversion, 145 Myers-Briggs Character Types, 147 Measuring Affective Factors, 150 Motivation, 152 Instrumental, Integrative, and Assimilative Motivation, 153 Intrinsic and Extrinsic Motivation, 155 In the Classroom: Putting Methods into Perspective, 157 Suggested Readings, 160 Topics and Questions for Study and Discussion, 161 7 Sociocultural Factors Cultural Stereotypes, 165 Attitudes, 167 Acculturation, 169 Culture in the Classroom, 173 Social Distance, 176 Pidginization, 178 Perceived and Optimal Social Distance, 179 Sociopolitical Considerations, 181 Language, Thought, and Culture, 183 In the Classroom: Toward a Principled Approach to Language Pedagogy. 187 Intrinsically Motivating Techniques: A Check List, 188 Suggested Readings, I89 Topics and Questions for Study and Discussion, 190 8 Contrastive Analysis, Interlanguage, and Error Analysis The Contrastive Analysis Hypothesis, 193 Hierarchy of Difficulty, 194 Moderating the Contrastive Analysis Hypothesis, 199 Markedness and Universal Grammar, 202 Interlanguage, 203 Error Analysis, 204 Identifying and Describing Errors, 207 Stages of Interlanguage Development, 211 Sources of Error, 213 Fossilization, 217 In the Classroom: Error Correction, 219 Suggested Readings, 222 Topics and Questions for Study and Discussfon, 223 9 Communicative Competence On Defining Communicative Competence, 227 Pragmatics, 230 Language Functions, 231 Discourse Analysis, 235 Styles and Registers, 238 Language and Gender, 240 Nonverbal Communication, 241 Communicative Language Teaching, 244 In the Classroom: Notional-Functional Syllabuses, 246 Suggested Readings, 248 Topics and Questions for Study and Discussion, 249 10 Language Testing What is a Test?, 251 Practicality, 253 Reliability, 253 Validity, 254 Kinds of Tests, 257 Historical Perspectives, 261 Discrete Point and Integrative Testing, 262 Language Proficiency: Unitary or Divisible?, 264 Assessing Communicative Language Ability, 265 Oral Proficiency Testing, 267 In the Classroom: Steps to Creating Intrinsically Motivating Tests, 270 Suggested Readings, 272 Topics and Questions for Study and Discussion, 273 11 Theories of Second Language Acquisition Taxonomies, Hypotheses, and Models, 276 Krashen's Input Hypothesis, 279 McLaughlin's Attention-Processing Model, 282 Bialystok's Analysis/Automaticity Model, 284 Variability'Models, 287 The Believing and Doubting Games, 288 FromTheory to Practice, 290 Intuition: The Search for Relevance, 292 Out on a Limb: The Ecology of Language Acquisition, 295 Suggested Readings, 297 Topics and Questions for Study and Discussion, 297 Bibliography 300 Index 335 文库索引 348