《语言习得与外语教学》课程教学大纲 一、课程基本信息 课程代码：16064402 课程名称：语言习得与外语教学 英文名称：Second Language Acquisition and TEFL 课程类别：专业课 学时：32 学 分：2 适用对象：英语语言文学专业 考核方式：考查 先修课程：基础英语、英语语音、英语语法、英语听力、英语口语、英语污 读、英语写作 二、课程简介 《语言习得与外语教学》是为英语语言文学专业二年级学生开设的专业选修课 本课程旨在为英语语言文学专业的学生系统概括介绍第二语言习得研究的不同视角 与理论，具体包括母语习得与二语习得的关联、对比分析与偏误分析、习得顺序研究 克拉申的语言监控模式、普遍语法与第二语言习得、第二语言学习者个体差异因素、 第二语言习得的认知模式、社会文化理论、语言输入与互动等。由于第二语言习得发 展与第二语言教学密不可分，本课程还将概述主要的外语教学法流派，并利用案例分 析，探讨课堂环境下的第二语言学习中存在的问题与对策，帮助学生思考自己在外语 学习中遇到的问颗。 Second Language Acquisition and TEFL is an optional course for sophomores majoring in English Language.It is intended to introduce the students to some most important theories in the field of second language acquisition (SLA).including the association between first language acquisition and second language acquisition,contrastive analysis and error analysis,developmental sequence,Krashen's Monitor Model,UG approach to SLA,individual differences in SLA,cognitive approach to SLA.sociocultural theories,the role of language input and interaction in SLA,etc..In addition to outlining basic ideas and claims about second language acquisition from different perspectives,this course will also deal with some most popular approaches and methods in second language teaching.thus helping studentsto betterunderstand their own problems in L2 leaming
1 《语言习得与外语教学》课程教学大纲 一、课程基本信息 课程代码：16064402 课程名称：语言习得与外语教学 英文名称：Second Language Acquisition and TEFL 课程类别：专业课 学 时：32 学 分：2 适用对象：英语语言文学专业 考核方式：考查 先修课程：基础英语 I-III、英语语音、英语语法、英语听力、英语口语、英语泛 读、英语写作 二、课程简介 《语言习得与外语教学》是为英语语言文学专业二年级学生开设的专业选修课。 本课程旨在为英语语言文学专业的学生系统概括介绍第二语言习得研究的不同视角 与理论，具体包括母语习得与二语习得的关联、对比分析与偏误分析、习得顺序研究、 克拉申的语言监控模式、普遍语法与第二语言习得、第二语言学习者个体差异因素、 第二语言习得的认知模式、社会文化理论、语言输入与互动等。由于第二语言习得发 展与第二语言教学密不可分，本课程还将概述主要的外语教学法流派，并利用案例分 析，探讨课堂环境下的第二语言学习中存在的问题与对策，帮助学生思考自己在外语 学习中遇到的问题。 Second Language Acquisition and TEFL is an optional course for sophomores majoring in English Language. It is intended to introduce the students to some most important theories in the field of second language acquisition (SLA), including the association between first language acquisition and second language acquisition, contrastive analysis and error analysis, developmental sequence, Krashen’s Monitor Model, UG approach to SLA, individual differences in SLA, cognitive approach to SLA, sociocultural theories, the role of language input and interaction in SLA, etc.. In addition to outlining basic ideas and claims about second language acquisition from different perspectives, this course will also deal with some most popular approaches and methods in second language teaching, thus helping students to better understand their own problems in L2 learning
三、课程性质与教学目的 本课程全面介绍第二语言习得研究的内容、性质、所涵盖的子领域，以及相关的 经典理论及研究成果。通过本课程的学习，学生能够熟悉第二语言习得研究的历史、 现状、发展趋势以及第二语言习得与其他研究领域的关系，掌握从语言、认知、社会 文化等方面认识第二语言习得和使用的过程和规律，了解课堂环境下的第二语言学习 中存在的问题与对策，从而思考自己在外语学习中遇到的问题，树立正确的语言观， 并为今后在第二语言习得研究领域进一步深入学习打下一定的基础。除此之外，本课 程引导学生将相关知识融会贯通，结合外国人学习汉语的例子，探索如何更有效地在 课堂内外传播汉语语言知识，最终达到以语言为载体，弘扬中华文化的目的。 四、教学内容及要求 第一章First Language Acquisition (一)目的与要求 1.To understand the main features of different stages of Ll development: 2.To understand Behaviorist views on LI development: 3.To understand Innatist views on LI development; 4.To understand Interactionist views on LI developmen (二)教学内容 第一节Child LI Acquisitior 1.主要内容 1)The first three years 2)The pre-school years 3)The School year 2.基本概念和知识点 1)Crying 2)Cooing 3)Babbling 4)One-word stage 5)Two-word stage/Telegraphic Speech 6)Developmental sequence of grammatical morphemes 7)Developmental sequence of negation 8)Developmental sequence of question formation 9)Metalinguistic awareness 3.问题与应用（能力要求） 1)Child language acquisition researchers have found that children across 2
2 三、课程性质与教学目的 本课程全面介绍第二语言习得研究的内容、性质、所涵盖的子领域，以及相关的 经典理论及研究成果。通过本课程的学习，学生能够熟悉第二语言习得研究的历史、 现状、发展趋势以及第二语言习得与其他研究领域的关系，掌握从语言、认知、社会 文化等方面认识第二语言习得和使用的过程和规律，了解课堂环境下的第二语言学习 中存在的问题与对策，从而思考自己在外语学习中遇到的问题，树立正确的语言观， 并为今后在第二语言习得研究领域进一步深入学习打下一定的基础。除此之外，本课 程引导学生将相关知识融会贯通，结合外国人学习汉语的例子，探索如何更有效地在 课堂内外传播汉语语言知识，最终达到以语言为载体，弘扬中华文化的目的。 四、教学内容及要求 第一章 First Language Acquisition （一）目的与要求 1．To understand the main features of different stages of L1 development; 2．To understand Behaviorist views on L1 development; 3．To understand Innatist views on L1 development; 4．To understand Interactionist views on L1 development （二）教学内容 第一节 Child L1 Acquisition 1．主要内容 1) The first three years 2) The pre-school years 3) The School years 2．基本概念和知识点 1) Crying 2) Cooing 3) Babbling 4) One-word stage 5) Two-word stage /Telegraphic Speech 6) Developmental sequence of grammatical morphemes 7) Developmental sequence of negation 8) Developmental sequence of question formation 9) Metalinguistic awareness 3．问题与应用（能力要求） 1) Child language acquisition researchers have found that children across
many cultures tend to have similar kinds of words in the first fifty What do you think might be some typical first-leamned words in Chinese?Why do you think are these among the first words children learn? 2)Think of three or four 'telegraphic'sentences that a young child might produce in Chinese.How are these 'little sentences'similar to those in the adult language?How are they different? 第二节Explaining LI Acquisition 1.主要内容 1)Behaviorist viewpoint 2)Innatist viewpoint 3)Interactionist viewpoint 2.基本概念和知识点 1)S-R-R 2)Poverty-of-the-stimulus argument 3)Universal Grammar 4)Language Acquisition Device 5)The Critical Period Hypothesis 3.问题与应用（能力要求 1)What is the 'logical problem of language acquisition'?How doesUG' address this problem? 2)Can you think of any example in the Chinese context to support the critical period hypothesis? (三)思考与实践 Imagine a conversation with a frustrated teacher talking about an international student from Africa who is doing very poorly in his science class.The teacher says that the problem can't be a'language problem'because the student 'speaks Chinese all the time with his friends'.Could you help the teacher understand what might be going on here? (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 毛段。 第二章Explaining SLA:Contrastive Analysis and Monitor Theory (一)目的与要求 3
3 many cultures tend to have similar kinds of words in the ‘first fifty’. What do you think might be some typical first-learned words in Chinese? Why do you think are these among the first words children learn? 2) Think of three or four ‘telegraphic’ sentences that a young child might produce in Chinese. How are these ‘little sentences’ similar to those in the adult language? How are they different? 第二节 Explaining L1 Acquisition 1．主要内容 1) Behaviorist viewpoint 2) Innatist viewpoint 3) Interactionist viewpoint 2．基本概念和知识点 1) S-R-R 2) Poverty-of-the-stimulus argument 3) Universal Grammar 4) Language Acquisition Device 5) The Critical Period Hypothesis 3．问题与应用（能力要求） 1) What is the ‘logical problem of language acquisition’? How does ‘UG’ address this problem? 2) Can you think of any example in the Chinese context to support the critical period hypothesis? （三）思考与实践 Imagine a conversation with a frustrated teacher talking about an international student from Africa who is doing very poorly in his science class. The teacher says that the problem can’t be a ‘language problem’ because the student ‘speaks Chinese all the time with his friends’. Could you help the teacher understand what might be going on here? （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第二章 Explaining SLA: Contrastive Analysis and Monitor Theory （一）目的与要求
1.To understand the basic views of contrastive analysis and its limitations 2.To understand the five hypotheses of Krashen's Monitor Model (二)教学内容 Behaviorist perspective on SLA:Contrastive Analysis 1.主要内容 Contrastive Analysis 2.基本概念和知识点 1)Positive transfer/Negative transfer 2)Contrastive Analysis Hypothesis 3)Hierarchy of Difficulty 3.问题与应用（能力要求） 1)State the Contrastive Analysis Hypothesis(CAH)and explain why it is often linked to the behaviorist theory.What are its limitations? 2)Do you think classroom drills and repetitions have any usefulness in leaming an L2?Give your reasons 第二节Innatist perspective on SLA:Monitor Theory 1.主要内容 Krashen's Monitor Model 2.基本概念和知识点 I)The acquisition-learning hypothesis(习得-学习假说) 2)The monitor hypothesis(语言监控假说) 3)The natural order hypothesis(学习自然顺序说) 4)The input hypothesis(语言输入假说) 5)The affective filter hypothesis(情感过滤假说) 3.问题与应用（能力要求 1)What aspects of the Monitor Model make it compatible with an innatist theory ofSLA? 2)What are the limitations of Krashen's theory?Why do you think that Krashen's ideas have been so influential in second-and foreign-language education? (三)思考与实践 Try to recall and describe a grammatical rule you learned in the classroom or from a book when studying the English language or another foreign language.To what extent do you think the rule was useful when you needed to camry out conversations in that language?Does your experience support Krashen's distinction between"acquisition' 4
4 1．To understand the basic views of contrastive analysis and its limitations 2．To understand the five hypotheses of Krashen’s Monitor Model （二）教学内容 第一节 Behaviorist perspective on SLA: Contrastive Analysis 1．主要内容 Contrastive Analysis 2．基本概念和知识点 1) Positive transfer /Negative transfer 2) Contrastive Analysis Hypothesis 3) Hierarchy of Difficulty 3．问题与应用（能力要求） 1) State the Contrastive Analysis Hypothesis (CAH) and explain why it is often linked to the behaviorist theory. What are its limitations? 2) Do you think classroom drills and repetitions have any usefulness in learning an L2? Give your reasons. 第二节 Innatist perspective on SLA: Monitor Theory 1．主要内容 Krashen’s Monitor Model 2．基本概念和知识点 1) The acquisition-learning hypothesis（习得-学习假说） 2) The monitor hypothesis（语言监控假说） 3) The natural order hypothesis（学习自然顺序说） 4) The input hypothesis（语言输入假说） 5) The affective filter hypothesis（情感过滤假说） 3．问题与应用（能力要求） 1) What aspects of the Monitor Model make it compatible with an innatist theory of SLA? 2) What are the limitations of Krashen’s theory? Why do you think that Krashen’s ideas have been so influential in second- and foreign-language education? （三）思考与实践 Try to recall and describe a grammatical rule you learned in the classroom or from a book when studying the English language or another foreign language. To what extent do you think the rule was useful when you needed to carry out conversations in that language? Does your experience support Krashen’s distinction between “acquisition
and"learning"? (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段 第三章Explaining SLA:Learning Processes (一)目的与要求 1.To understand some of the basic theories concerning information processing 2.To understand some of the basic theories conceming connectionism (二)教学内容 第一节Information Processing(IP) 1.主要内容 1)Basic concepts of information processing 2)Assumptions about IPapproaches 2.基本概念和知识点 1)Declarative vs.Procedural knowledge 2)Controlled vs.Automatic processing 3)Restructuring 4)U-shaped learning 5)The Noticing Hypothesis 6)The Competition Model 3.问题与应用（能力要求） 1)Explain the difference between declarative knowledge and procedural knowledge.How does the former get converted into the latter?How does this contrast with Krashen's learning/acquisition hypothesis? 2)What explanation is given for apparent bursts of knowledge or backsliding observed in a learner's performance?Have you experienced this in your language learning experience? 第二节Connectionism 1.主要内容 Assumptions about connectionism 2.基本概念和知识点 1)Chunks 2)Strength between the connections 5
5 and “learning”? （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第三章 Explaining SLA: Learning Processes （一）目的与要求 1．To understand some of the basic theories concerning information processing 2．To understand some of the basic theories concerning connectionism （二）教学内容 第一节 Information Processing (IP) 1．主要内容 1) Basic concepts of information processing 2) Assumptions about IP approaches 2．基本概念和知识点 1) Declarative vs. Procedural knowledge 2) Controlled vs. Automatic processing 3) Restructuring 4) U-shaped learning 5) The Noticing Hypothesis 6) The Competition Model 3．问题与应用（能力要求） 1) Explain the difference between declarative knowledge and procedural knowledge. How does the former get converted into the latter? How does this contrast with Krashen’s learning/acquisition hypothesis? 2) What explanation is given for apparent bursts of knowledge or backsliding observed in a learner’s performance? Have you experienced this in your language learning experience? 第二节 Connectionism 1．主要内容 Assumptions about connectionism 2．基本概念和知识点 1) Chunks 2) Strength between the connections
3)Probabilistic patterns of grammatical and morphological regularities 3.问题与应用（能力要求） 1)Why do connectionists have an easier time accounting for the acquisition of formulaic chunks than for the acquisition of complex syntactic structures? 2)Do you think that the brain-computer analogy is a useful metaphor for understanding SLA? (三)思考与实践 Compare and contrast the role of the environment in the behaviorist,innatist,and cognitive perspectives.Which is closest to your own view? (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第四章Explaining SLA:The Role of Interaction in SLA (一)目的与要求 1.To understand interactionist views onSLA 2.To understand sociocultural views on L2 development (二)教学内容 第一节The Interaction Hypothesis 1.主要内容 1)Interactionist perspective on LI acquisition 2)Modified input in SLA 3)Negotiation of meaning 4)The role of negotiation in language learning 2.基本概念和知识点 1)Child-directed speech 2)Foreigner talk 3)Comprehension check /Confirmation check /Clarification request/ Suggesting an answer Recasts 4)The Interaction Hypothesis 3.问题与应用（能力要求） 1)It is claimed that face-to-face interaction is not absolutely necessary for second language acquisition.What do you think?Support or refute this claim based on your own experience. 6
6 3) Probabilistic patterns of grammatical and morphological regularities 3．问题与应用（能力要求） 1) Why do connectionists have an easier time accounting for the acquisition of formulaic chunks than for the acquisition of complex syntactic structures? 2) Do you think that the brain–computer analogy is a useful metaphor for understanding SLA? （三）思考与实践 Compare and contrast the role of the environment in the behaviorist, innatist, and cognitive perspectives. Which is closest to your own view? （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第四章 Explaining SLA: The Role of Interaction in SLA （一）目的与要求 1．To understand interactionist views on SLA 2．To understand sociocultural views on L2 development （二）教学内容 第一节 The Interaction Hypothesis 1．主要内容 1) Interactionist perspective on L1 acquisition 2) Modified input in SLA 3) Negotiation of meaning 4) The role of negotiation in language learning 2．基本概念和知识点 1) Child-directed speech 2) Foreigner talk 3) Comprehension check / Confirmation check / Clarification request / Suggesting an answer / Recasts 4) The Interaction Hypothesis 3．问题与应用（能力要求） 1) It is claimed that face-to-face interaction is not absolutely necessary for second language acquisition. What do you think? Support or refute this claim based on your own experience
2)In what way are proponents of the interactionist position in SLA in agreement with Krashen's monitor model?In what way do they go beyond it? 第二节The Sociocultural Theory(SCT 1.主要内容 1)Main beliefs of sociocultural theory and its development 2)SCT perspective on SLA 2.基本概念和知识点 1)zone of proximal development(ZPD) 2)scaffolding 3.问题与应用（能力要求） What is the difference in emphasis between Vygotsky's zone of proxima development(ZPD)and Krashen's i+1?More broadly,how is sociocultural theory different from the interactionist hypothesis? (三)思考与实践 Considering your own leaming,or the learning of someone you know well,do you believe in scaffolding and the Zone of Proximal Development?Describe examples in your own life when you are the leamner in need of scaffolding,and when you are the more advanced learer or teacher providing a leamer with more opportunity for development (四)数学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 Individual Differences in SLA:Intelligence,Aptitude,Learning Styles and Personality (一)目的与要求 1.To understand the role intelligence plays in SLA; 2.To understand how aptitude may affect SLA; 3.To understand how learning styles may vary among individual L2 learners; 4.To understand in what way L2 leamers'personalities may affect their SLA (二)教学内容 第-节Intelligence and Aptitude 1.主要内容 1)Major components of aptitude and their main features 7
7 2) In what way are proponents of the interactionist position in SLA in agreement with Krashen’s monitor model? In what way do they go beyond it? 第二节 The Sociocultural Theory (SCT) 1．主要内容 1) Main beliefs of sociocultural theory and its development 2) SCT perspective on SLA 2．基本概念和知识点 1) zone of proximal development (ZPD) 2) scaffolding 3．问题与应用（能力要求） What is the difference in emphasis between Vygotsky’s zone of proximal development (ZPD) and Krashen’s i+1? More broadly, how is sociocultural theory different from the interactionist hypothesis? （三）思考与实践 Considering your own learning, or the learning of someone you know well, do you believe in scaffolding and the Zone of Proximal Development? Describe examples in your own life when you are the learner in need of scaffolding, and when you are the more advanced learner or teacher providing a learner with more opportunity for development. （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第五章 Individual Differences in SLA: Intelligence, Aptitude, Learning Styles and Personality （一）目的与要求 1．To understand the role intelligence plays in SLA; 2．To understand how aptitude may affect SLA; 3．To understand how learning styles may vary among individual L2 learners; 4．To understand in what way L2 learners’ personalities may affect their SLA （二）教学内容 第一节 Intelligence and Aptitude 1．主要内容 1) Major components of aptitude and their main features
2)Modern Language Aptitude Test(MLAT) 2.基本概念和知识点 1)Phonemic/Phonetic coding ability 2)Grammatical sensitivity 3)Inductive language learning ability 4)Associative memory capacity 5)Modern Language Aptitude Test(MLAT) 3.问题与应用（能力要求） 1)What aspects of L2 ability do you think are related to language learners'performance on 1Q tests? 2)What lessons can language teachers learn from the research on language aptitude and L2 instruction? 第二节Leaming Styles and Personality 1.主要内容 1)Perceptually based learning styles 2)Some cognitive styles that have been explored 2.基本概念和知识点 I)Visual(视觉型)learners/Auditory(听觉型)learners/Kinesthetic(动 觉型)leamers 2)Field independence vs.Field dependence 3)Extroversion vs.Introversion 4)Inhibition 5)Anxiety 3.问题与应用（能力要求） 1)Do you think differences in leaming styles should affect the way L2 teachers teach?If so.how? 2)What can we leam from research about the relationship between L2 learning and personality? (三)思考与实践 Based on what you read in this chapter,do you think that there is an ideal way to teach/leam a language? (四)教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 8
8 2) Modern Language Aptitude Test (MLAT) 2．基本概念和知识点 1) Phonemic/Phonetic coding ability 2) Grammatical sensitivity 3) Inductive language learning ability 4) Associative memory capacity 5) Modern Language Aptitude Test (MLAT) 3．问题与应用（能力要求） 1) What aspects of L2 ability do you think are related to language learners’ performance on IQ tests? 2) What lessons can language teachers learn from the research on language aptitude and L2 instruction? 第二节 Learning Styles and Personality 1．主要内容 1) Perceptually based learning styles 2) Some cognitive styles that have been explored 2．基本概念和知识点 1) Visual (视觉型) learners / Auditory (听觉型) learners / Kinesthetic (动 觉型) learners 2) Field independence vs. Field dependence 3) Extroversion vs. Introversion 4) Inhibition 5) Anxiety 3．问题与应用（能力要求） 1) Do you think differences in learning styles should affect the way L2 teachers teach? If so, how? 2) What can we learn from research about the relationship between L2 learning and personality? （三）思考与实践 Based on what you read in this chapter, do you think that there is an ideal way to teach/learn a language? （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段
第六章Individual Differences in SLA:Motivation/.Attitudes and Age (一)目的与要求 1.To understand how motivation affects SLA: 2.To understand the role of age in SLA (二)教学内容 第-节Motivation and attitudes 1.主要内容 1)Possible conditions for motivation 2)Different typesof motivation 3)Effects of motivation on SLA 4)Pedagogical practices in relation to motivation 2.基本概念和知识点 Integrative motivation(融合型动机)vs.Instrumental motivation(工 具型动机) 2)Intrinsic motivation(内在动机)vs.Extrinsic motivation(外在动机) 3.问题与应用（能力要求） 1)Think of an example of a member of a majority group leamning the language of a minority group and one of a member of a minority group learning a majority group's language.How might the power relationships between groups of speakers affect the attitudes of language leamers?How might the status of the languages affect opportunities for learning? 2)Integrative and instrumental motivation can both play a role in the desire to leam an L2.How have these two kinds of motivation influenced your L2 leamning?If you have leamned more than one L2,is it different depending on the L2 in question? 第二节Ag 1.主要内容 1)Age differences in SLA 2)Age and second language instruction 2.基本概念和知识点 1)The Critical Period Hypothesis(CPH) 2)At what age should L2 instruction begin? 3.问题与应用（能力要求） 1)Based on your personal experience,what do you think of the Critical 9
9 第六章 Individual Differences in SLA: Motivation/Attitudes and Age （一）目的与要求 1．To understand how motivation affects SLA; 2．To understand the role of age in SLA （二）教学内容 第一节 Motivation and attitudes 1．主要内容 1) Possible conditions for motivation 2) Different types of motivation 3) Effects of motivation on SLA 4) Pedagogical practices in relation to motivation 2．基本概念和知识点 1) Integrative motivation (融合型动机) vs. Instrumental motivation (工 具型动机) 2) Intrinsic motivation (内在动机) vs. Extrinsic motivation (外在动机) 3．问题与应用（能力要求） 1) Think of an example of a member of a majority group learning the language of a minority group and one of a member of a minority group learning a majority group’s language. How might the power relationships between groups of speakers affect the attitudes of language learners? How might the status of the languages affect opportunities for learning? 2) Integrative and instrumental motivation can both play a role in the desire to learn an L2. How have these two kinds of motivation influenced your L2 learning? If you have learned more than one L2, is it different depending on the L2 in question? 第二节 Age 1．主要内容 1) Age differences in SLA 2) Age and second language instruction 2．基本概念和知识点 1) The Critical Period Hypothesis (CPH) 2) At what age should L2 instruction begin? 3．问题与应用（能力要求） 1) Based on your personal experience, what do you think of the Critical
Period Hypothesis?Do you know others whose experiences would support or refute it? 2)It is postulated that younger learners are probably more successful in informal and naturalistic leaming contexts,and older leamers are more successful in formal instructional settings.Do you agree or disagree? Give your reasons. (三)思考与实践 1Which individual characteristic do you consider to be the most important in L2 leaming?Is your judgement based on your own personal experience or observations of other leamers?Can you provide examples? 2)What are the particular challenges in motivating students in schools and how can they be addressed? (四)教学方法与毛哥 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第七章Learner Language (一)目的与要求 1.To understand the major procedures oferror analysis and its limitations. 2.To understand the main features of interlanguage; 3.To understand the main features of developmental sequence (二)教学内容 第-节Error analysis and Interlanguage 1.主要内容 1)Definition ofemror 2)Major sources oferror 3)Definition of interlanguage 4)LI influence on interlanguage 2.基本概念和知识点 1)Mistake ys.Error 2)Interlingual errors(语际偏误)vs.Intralingual errors(语内偏误) 3)Fossilization 4)Transfer Cross-linguistic influence 3.问题与应用（能力要求） 1)What was an important difference between the error analysis approach 10
10 Period Hypothesis? Do you know others whose experiences would support or refute it? 2) It is postulated that younger learners are probably more successful in informal and naturalistic learning contexts, and older learners are more successful in formal instructional settings. Do you agree or disagree? Give your reasons. （三）思考与实践 1) Which individual characteristic do you consider to be the most important in L2 learning? Is your judgement based on your own personal experience or observations of other learners? Can you provide examples? 2) What are the particular challenges in motivating students in schools and how can they be addressed? （四）教学方法与手段 采取课堂讲授、讨论与回答问题相结合的教学方法，使用多媒体、网络等教学 手段。 第七章 Learner Language （一）目的与要求 1．To understand the major procedures of error analysis and its limitations; 2．To understand the main features of interlanguage; 3．To understand the main features of developmental sequence （二）教学内容 第一节 Error analysis and Interlanguage 1．主要内容 1) Definition of error 2) Major sources of error 3) Definition of interlanguage 4) L1 influence on interlanguage 2．基本概念和知识点 1) Mistake vs. Error 2) Interlingual errors (语际偏误) vs. Intralingual errors (语内偏误) 3) Fossilization 4) Transfer / Cross-linguistic influence 3．问题与应用（能力要求） 1) What was an important difference between the error analysis approach