形式聚焦与第二语言学习
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作者卢燕华
出版社西安交通大学出版社
ISBN9787569320022
出版时间2021-01
装帧平装
开本16开
定价78元
货号1202616065
上书时间2024-09-04
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目录
Chapter 1 Introduction
1.1 Research background
1.1.1 Form and meaning within a cognitive framework
1.1.2 Form-focused and meaning-focused approach in second language pedagogy
1.1.3 Focus-on-form
1.2 Goal of research
1.3 Research questions
1.4 Research significance
1.5 Structure of the book
1.6 Summary
Chapter 2 Literature Review
2.1 Noticing and SLA
2.1.1 Noticing Hypothesis
2.1.2 Attention, awareness and noticing in SLA
2.1.3 Different types of noticing
2.2 Focus-on-form
2.2.1 Meaning-focused approach, focus-on-forms and focus-on-form
2.2.2 Definitions of FonF and different related terms
2.2.3 Theoretical explanations for FonF
2.3 Input enhancement and output stimulation
2.3.1 Input enhancement and textual enhancement
2.3.2 Output stimulation
2.4 Tasks in L2 research and pedagogy
2.4.1 Definitions of task
2.4.2 Principles for using tasks in L2 classrooms …
2.4.3 Empirical studies investigating tasks
2.5 Limitations of the previous studies and justifications for thepresent study
2.6 Summary
Chapter 3 Theoretical Foundations
3.1 Information Processing model and Output Hypothesis .
3.1.1 Information Processing model
3.1.2 Output in the integrated model of second language acquisition
3.2 Izumis model featuring noticing in relation to overall SLA processes
3.3 The theoretical foundations for the present study
3.4 Summary
Chapter 4 Research Design
4.1 Research questions and hypotheses
4.2 Method
4.2.1 Participants
4.2.2 Linguistic target
4.2.3 Input materials used in the study
4.2.4 Instruments
4.2.5 Research design
4.3 Summary
Chapter 5 Results and Discussion
5.1 The noticing issue
5.1.1 Phase 1 underlining
5.1.2 Phase 2 underlining
5.1.3 Results from questionnaires and interviews
5.1.4 Discussion
5.2 The immediate uptake issues
5.2.1 The immediate uptake
5.2.2 The effect of task types
5.2.3 Results from questionnaires and interviews
5.2.4 Discussion
5.3 Effects of the three FonF approaches on promote learning
5.3.1 The effects of the three FonF approaches on promoting learning in Phase 1
5.3.2 The effects of the three FonF approaches on promoting learning in Phase 2
5.3.3 The retention of the effects of the three FonF approaches on promoting learning
5.3.4 The overall developmental trends of the four groups
5.3.5 Results from questionnaires and interviews
5.3.6 Discussion
5.3.7 Summary
Chapter 6 Conclusions
6.1 Major research findings
6.2 Implications for teaching
6.2.1 Practicing FonF in L2 classrooms
6.2.2 Use of textual enhancement in EFL context
6.2.3 Use of oral output in EFL context
6.3 Limitations and suggestions for future research
6.3.1 Limitations in general and suggestions for future research
6.3.2 Limitations of the research design of the experiment
6.3.3 Limitations of the TE treatment and suggestions for future research
6.3.4 Limitations of the Oral Output treatment and suggestions for future research
6.3.5 Other factors to be investigated in the future
6.4 Summary
References
Appendices
内容摘要
本书的主要研究对象为“形式聚焦”，即在以意义为中心的课堂中采用一定的技巧和手段把学生的注意力引向语言形式。它所涉及的形式及意义的关系及语法教学问题分别是第二语言习得研究和外语教学领域的重点问题，其背后的理论基础跟认知心理学研究中的热点问题“注意”密切相关。
基于“注意假设”，本研究发现了“注意层次”对学习的影响，丰富了“形式聚焦”的理论基础。除“形式聚焦”方式外，本书还对“任务类型”对注意和学习产生的影响进行了研究，结果表明注意力不仅受到“聚焦方式”的影响，也受到具体任务要求和实施该任务的具体条件的制约。
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