輸入處理教學(xué)擴(kuò)展模型

內(nèi)容概要

　　《An Extended Input Processing Instruction Model》在作者博士論文的基礎(chǔ)上修改、調(diào)整而成。嘗試將單句層次的PI和MOI擴(kuò)展為話語(yǔ)層次，由此得出EPI和EMOI，并將文學(xué)語(yǔ)篇作為教學(xué)材料，做到在語(yǔ)境中進(jìn)行二語(yǔ)教與學(xué)，幫助學(xué)生在學(xué)習(xí)目標(biāo)語(yǔ)言的同時(shí)得到目標(biāo)文化的滲透，實(shí)證研究意在檢驗(yàn)與比較PI、EPI、EMOI及其相關(guān)教學(xué)的教學(xué)效果。

書籍目錄

Chapter 1SECOND LANGUAGE TEACHING AND CLT IN CHINAChapter 2GRAMMAR TEACHING AND CURRENT DEVELOPMENTS IN RESEARCH ON GRAMMAR TEACHING2．1 Teaching grammar-beneficialor detrimental?2．3 Integratingliteratureinstructionintodiscourse-levelPIChapter 3PROCESSING INSTRUCTION IN SLA3．3 Processing instruction: a description3．4 Processing instruction versus traditional grammar instruction3．5 Theoretical and operational issues involved in PIChapter 44．2 Empirical evidence of output hypothesis4．4 The role of output practice in PI4．5 MOI4．6 SummaryChapter 5EXTENDED PROCESSING INSTRUCTION AND EXTENDEDMEANING-BASED OUTPUT INSTRUCTION5．1 An extended input processing model5．2 Introducing EPI5．3 Introducing EMOI,a discourse-level meaning-based output instructionChapter 6METHODOLOGY6．1 Research questions6．2 Participants6．3 Target grammar feature: English simple past tense6．4 Procedures6．5 Materials6．6 Assessment6．7 ScoringChapter 7RESULTS AND DISCUSSION7．1 Results of the experiment7．2 DiscussionChapter 8CONCLUSION8．1 Theoretical and pedagogical implications of research findings8．2 Limitations of the study8．3 Future research directionsLIST OF REFERENCES

章節(jié)摘錄

　　1．1 Language and language learning 　　If a second language （L2 henceforth） teacher is asked to list several teaching methods， I'm sure he or she will have no difficulty in describing L2 teaching methods like grammar-translation method，audiolingual method， communicative approach， and many others． Yet， if the question is what is language， many people， even language teachers， may find it difficult to provide a precise definition． No matter which teaching approach one is using， the ultimate goal is to help language learners to learn the target language effectively． Since language is the object to teach and to learn， it is undoubtedly a very important concept， which requires careful consideration． Different interpretations of it will lead to different understanding and practices of language teaching and learning． 　　It is to some extent understandable that people have never reached a unanimous consensus on the definition oflanguage． It is something that most of us can naturally acquire at some point． As long as we have got it， we can use it anytime and anywhere． There is no problem for most people to take language for granted， because whether being aware of its definition does not impair their ability to use it in real life． However，just as stated previously， language teachers must give careful thought to this issue， because their understanding of it will be most likely to influence what and how they teach． For instance，when regarding language as a means of interaction，teachers may avoid decontextualized teaching， use input with context，and emphasize appropriateness of language uses． Or，when seeing language as a system of codes， teachers may attach more importance to grammatical rules， sentence patterns and the like． In other words，language can be defined in various ways， in which different aspects of it are highlighted． Accordingly， different aspects of the target language are focused on． In a word， one's interpretation of language may affect one’s approach to language teaching． However， it should be noted that the different definitions of language are not necessarily mutually exclusive． It is quite possible for language teachers to hold multiple views towards the nature of language． Those who believe language is a means of interaction cannot deny that it is also a particular set of rules through which language elements are combined and thus become meaningful． What matters more is what they think is the more important aspect of language or， stated differently， what makes a language become a language in essence． 　　No one would disagree that language consists of two dimensions，form and meaning． As the name indicates， fonu refers to the form of expression of a language， either in sounds or written symbols． How does an audible or visible ultimate product carry meaning and is thus understood by audiences or readers？ One possible answer is that meaning is encoded in each word and if you are not sure about the meaning of a particular word， you can always consult a dictionary． The term meaning apparently refers to the dictionary meaning． From this point of view， language is regarded as a system of meaning-bearing 　　codes governed by particular rules． In this way， researchers tend to focus on linguistic forms， taking the forms themselves as the object of analysis． Their primary goal is to study the actual manifestation of a language， instead of considering where and to whom it is used． 　　Upon close examination of the above analysis about how language produces meaning， one may find that an important factor 　　that also contributes to meaning is missing． This whole analysis is conducted in a decontextualized manner． As a matter of fact， apart from existing in the forms of language， meaning also changes with each instance of language use． In order to interpret the meaning precisely， one must take the context in which the language is used into account．　　……

圖書封面

評(píng)論、評(píng)分、閱讀與下載

---

    輸入處理教學(xué)擴(kuò)展模型 PDF格式下載

---