有效輸出在第二語言習得與教學中的作用
發(fā)布時間：2018-11-19 22:32
【摘要】：本文在第二語言輸出的理論及實證研究的基礎(chǔ)上,重點討論五個與有效輸出相關(guān)的教學應(yīng)用原則。首先,二語的語言輸出是一個復(fù)雜的認知加工過程。從輸出系統(tǒng)的話語組織到口語表達階段,都需通過大量的語言使用練習,將陳述性語言知識轉(zhuǎn)換為程序性輸出技能。第二,二語表達需利用交流中的"預(yù)制語塊"及"語言框架"。教師需從初級階段開始發(fā)展學習者的預(yù)制語塊敏感性,引導(dǎo)他們利用母語者的"語言表達框架"進行交流。第三,教師須利用語言協(xié)商過程中的"漏洞"(holes)及"差異"(gaps),將學習者的注意力集中在語言結(jié)構(gòu)的細節(jié)規(guī)則上,促進語言形式與功能的準確匹配,驗證并調(diào)整其二語假設(shè)。第四,學習者的輸出任務(wù)需包括各種系統(tǒng)的擴展性表達框架,以便延伸話題,進行可持續(xù)有效輸出。第五,語言輸出需要一定的策劃時間以及任務(wù)重復(fù),以便讓學習者在真實情景中利用預(yù)制語塊、語言構(gòu)式/框架進行有效輸出。
[Abstract]:On the basis of theoretical and empirical research on second language output, this paper focuses on five teaching application principles related to effective output. First, second language output is a complex cognitive process. From the discourse organization of the output system to the oral expression stage, it is necessary to transform declarative language knowledge into procedural output skills through a large number of language use exercises. Second, the second language needs to use the "prefabricated chunks" and "language frames" in communication. Teachers should develop learners' prefabricated chunks sensitivity from the primary stage and guide them to communicate with their native speakers. Third, teachers should make use of the "loophole" (holes) and "difference" (gaps), in the process of language negotiation to focus learners' attention on the detailed rules of language structure, so as to promote the accurate matching of language forms and functions. Verify and adjust the second language hypothesis. Fourthly, the output task of learners should include the extensible expression framework of various systems to extend the topic and carry out sustainable and effective output. Fifth, language output requires a certain amount of planning time and repetition of tasks to enable learners to use prefabricated chunks and language constructions / frames for effective output in real situations.
【作者單位】： 澳門大學人文學院;
【分類號】：H09
，
本文編號：2343638
[Abstract]:On the basis of theoretical and empirical research on second language output, this paper focuses on five teaching application principles related to effective output. First, second language output is a complex cognitive process. From the discourse organization of the output system to the oral expression stage, it is necessary to transform declarative language knowledge into procedural output skills through a large number of language use exercises. Second, the second language needs to use the "prefabricated chunks" and "language frames" in communication. Teachers should develop learners' prefabricated chunks sensitivity from the primary stage and guide them to communicate with their native speakers. Third, teachers should make use of the "loophole" (holes) and "difference" (gaps), in the process of language negotiation to focus learners' attention on the detailed rules of language structure, so as to promote the accurate matching of language forms and functions. Verify and adjust the second language hypothesis. Fourthly, the output task of learners should include the extensible expression framework of various systems to extend the topic and carry out sustainable and effective output. Fifth, language output requires a certain amount of planning time and repetition of tasks to enable learners to use prefabricated chunks and language constructions / frames for effective output in real situations.
【作者單位】： 澳門大學人文學院;
【分類號】：H09
，
本文編號：2343638
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