有效输出在第二语言习得与教学中的作用
发布时间：2018-11-19 22:32
【摘要】：本文在第二语言输出的理论及实证研究的基础上,重点讨论五个与有效输出相关的教学应用原则。首先,二语的语言输出是一个复杂的认知加工过程。从输出系统的话语组织到口语表达阶段,都需通过大量的语言使用练习,将陈述性语言知识转换为程序性输出技能。第二,二语表达需利用交流中的"预制语块"及"语言框架"。教师需从初级阶段开始发展学习者的预制语块敏感性,引导他们利用母语者的"语言表达框架"进行交流。第三,教师须利用语言协商过程中的"漏洞"(holes)及"差异"(gaps),将学习者的注意力集中在语言结构的细节规则上,促进语言形式与功能的准确匹配,验证并调整其二语假设。第四,学习者的输出任务需包括各种系统的扩展性表达框架,以便延伸话题,进行可持续有效输出。第五,语言输出需要一定的策划时间以及任务重复,以便让学习者在真实情景中利用预制语块、语言构式/框架进行有效输出。
[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.
【作者单位】： 澳门大学人文学院;
【分类号】：H09
，
本文编号：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.
【作者单位】： 澳门大学人文学院;
【分类号】：H09
，
本文编号：2343638
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