从认知角度解读以学生为中心的二语学习

从认知角度解读以学生为中心的二语学习

图书基本信息
出版时间:2008-11
出版社:云南大学出版社
作者:黄慧
页数:200
字数:294000
书名:从认知角度解读以学生为中心的二语学习
封面图片
从认知角度解读以学生为中心的二语学习
内容概要
  《从认知角度解读以学生为中心的二语学习》介绍了外语的学习以及方法!主要内容包括Implicit or Explicit: Interface Hypothesis、Role of Consciousness in SLA、Attention, Memory and SLA Research、Levels of Processing、The Elaboration Model、The Key Concepts of Elaboration等等。
书籍目录
INDEXSLIST
OF
TABLESLIST
OF
FIGURESABBREVIATIONSABSTRACTABSTRACT
(CHINESE)CHAPTER
ONE
PURPOSE
OF
THE
STUDY 1.1
RESEARCH
BACKGROUND  1.1.1
ESL
Background
in
China  1.1.2
Problems 1.2
A
PRELIMINARY
STATEMENT
OF
THEORETICAL
BACKGROUND 1.3
FOCUS
OF
THE
RESEARCH 1.4
DEFINITION
OF
TERMS 1.5
ORGANIZATION
OF
THE
THESISCHAPTER
TWO
LITERATURE
REVIEW
(1)
PSYCHOLINGUISTIC
BACKGROUND
FOR
THE
RESEARCH 2.1
INTRODUCTION 2.2
MEMORY
PROCESS
OF
LEARNING
AND
SLA  2.2.1
General
Introduction
to
Memory
Processing  2.2.2
Components
of
Working
Memory  2.2.3
Working
Memory,
Long-term
Memory
and
Information
Processing  2.2.4
How
Knowledge
is
Represented
in
Long-term
Memory 2.3
CONSCIOUSNESS
AND
LEARNING  2.3.1
Consciousness
and
Working
Memory  2.3.2
Capacity
Theory
of
Attention
--
Attention
to
Form
and/or
Meaning?  2.3.3
Consciousness,
Awareness,
Explicitness
and
Implicitness
in
SLA   2.3.3.1
Implicit
or
Explicit:
Interface
Hypothesis   2.3.3.2
Attention,
With
or
Without
Awareness?   2.3.3.3
Awareness:
To
What
Level?  2.3.4
Role
of
Consciousness
in
SLA  2.3.5
Attention,
Memory
and
SLA
Research 2.4
ELABORATION
MODEL
AND
RELEVANT
CONCEPTS  2.4.1
Levels
of
Processing  2.4.2
The
Elaboration
Model  2.4.3
The
Key
Concepts
of
Elaboration   2.4.3.1
Semanticity
and
Elaboration   2.4.3.2
Prior
Knowledge
and
Elaboration  2.4.4
Learning,
Prior
Knowledge
and
Elaboration   2.4.4.1
Imposed
Precise
Elaborations   2.4.4.2
Self-generated
Elaborations
  2.4.5
Prior
Knowledge,
Depth
of
Processing,
Elaborations
and
SLA
Research 2.5
SUMMARYCHAPTER
THREE
LITERATURE
REVIEW
(2)
SEARCHING
ELABORATIONS
FOR
THE
RESEARCH 3.1
INTRODUCTION 3.2
GRAMMAR
TEACHING
METHODS
IN
SLA  3.2.1
Focus-on-meaning
Approach  3.2.2
Focus-on-forms
Approach  3.2.3
Focus-on-form
Approach
--
An
Integration
of
Grammar
into
Communicative
Classroom 3.3
SEARCHING
ELABORATIONS
FOR
THE
RESEARCH  3.3.1
Rationale   3.3.I.1
Noticing
and
Cognitive
Comparison   3.3.1.2
Negotiation
of
Meaning
and
Form  3.3.2
Accessibility
of
an
Elaboration
Focus-on-form
Task  3.3.3
Searching
the
Explicit
Elaborations   3.3.3.1
Rationale
for
Explicit
Elaborations   3.3.3.2
How
to
Self-generate
Elaborations  3.3.4
Feasibility
of
Elaboration
Tasks
for
ESL
Learners ……                           CHAPTER
FOUR
METHODOLOGYCHAPTER
FIVE
RESULTSCHAPTER
SIX
DISCUSSIONCHAPTER
CONCLUSIONAPPENDICESBIBLIOGRAPHY
章节摘录
  This
section
briefly
introduces
the
theoretical
framework
for
the
research,
which
will
be
dis-cussed
in
detail
in
the
Literature
Review.  In
the
SLA
field,
there
is
continuing
argument
over
the
interface
hypothesis
(i.
e.,
whetherthere
is
any
interface
between
learner
s
explicit
knowledge
and
implicit
knowledge).
The
argu-ment
ranges
from
one
extreme
to
another.
Some
researchers
in
the
1980
s,
holding
the
strong
in-terface
hypothesis
position
(e.g.,
Gregg,
1984;
Long,
1983;
R.
Ellis, 1984;
SharwoodSmith,
1981),
claim
that
explicit
knowledge
converts
to
implicit
knowledge
as
a
result
of
in-struction
and
practice.
They
advocate
systematic
attention
to
a
series
of
isolated
target
linguisticfeatures,
utilizing
various
combinations
of
grammatical
rule
statements,
structural
pattern
drills,memorization
and
translation. Others

e.
g.,
Krashen,
1982,
1985

who
hold
the
non-inter-face
hypothesis
position,
believe
that
language
learning
is
essentially
unconscious
and
they
haveshunned
grammar
teaching
in
favour
of
TL
experiences,
much
like
those
encountered
by
youngchildren
acquiring
their
first
language
(L1)
in
other
words,
experiences
that
focus
on"natural"
exposure,
on
meaning
and
communication
and
on
implicit
and
incidental
learning,rather
than
explicit
learning. However,
recent
findings
(e.
g.,
De
Keyser,
1995;
Doughty
andWilliams,
1998a;
N.
Ellis,
1994,
2005;
R.
Ellis,
2001,
2002;
Long,
1991;
Norris
&
Orte-ga,
2000;
Spada,
1997),
indicate
some
weak
interface
between
explicit
and
implicit
learning.  In
fact,
the
above
debate
on
the
interface
argument
is
concerned
about
the
issue
of
the
ex-plicitness
and
implicitness
of
learning
in
SLA,
which
depends
on
whether
and
to
what
level
con-sciousness
plays
a
role
in
L2
learning.
In
1990,
Schmidt,
in
SLA,
advocates
the
"noticing
hy-pothesis"
and
claims
that
"noticing"
at
the
level
of
awareness
is
necessary
for
L2
learning.Thereafter
in
SLA
research
and
empirical
practice,
"noticing"
is
considered
as
a
very
importantfactor,
not
only
in
the
process
of
conversion
of
input
to
intake
(e.g.,
Robinson,
1995;Schmidt,
1990,
1994;
Skehan,
1996;
R.
Ellis,
1994,
1999,
2001),
but
also
in
the
processof
cognitive
comparison

Schmidt
and
Frota,
1986
;
Swain,
1985,
1995).
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