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构建外语环境下的中介语发展认知心理模式

作者：
任庆梅
定价：
30.00 元
版面字数：
300千字
开本：
16开
装帧形式：
平装
版次：
1
最新版次
印刷时间：
2010年
ISBN：
978-7-04-026418-0
物料号：
26418-00
出版时间：
2009-02-04
读者对象：
学术著作
一级分类：
社会科学
二级分类：
文学
三级分类：
外国语言文学

《构建外语环境下的中介语发展认知心理模式》共有九章。第一章从理论角度对中介语概念、构成中介语系统的外显知识和内隐知识等重要问题加以梳理，同时阐述了本项研究的目的和方法。第二章系统地回顾了国内外中介语认知心理研究的成果，尤其是国内研究者在该领域取得的成就及存在的问题。在此基础上，第三章从输入和互动的角度探讨环境因素对中介语发展的影响。第四章论证了在外语课堂环境下“聚焦于形式的教学&rdquo

  • 目录
    • Chapter 1 Introduction： Clearing the Ground
      • 1.1 The Concept of IL
        • 1.2 Knowledge Distinction Concerning IL System
          • 1.3 The General Purpose of the Present Study
            • 1.4 Methodology and Data Collection
              • 1.5 General Organization of the Book
              • Chapter 2 The Study of IL： an Overview
                • 2.1 Introduction
                  • 2.2 The First Stage： from 1950s to 1960s
                    • 2.2.1 Behaviorism and CA
                      • 2.2.2 The Theory of UG
                      • 2.3 The Second Stage： from 1970s to 1980s
                        • 2.3.1 The Monitor Model
                          • 2.3.2 Bialystoks Theory of Explicit and Implicit Knowledge
                            • 2.3.3 The Competition Model
                              • 2.3.4 McLaughlins Information Processing Model
                                • 2.3.5 Andersons ACT Model
                                • 2.4 The Third Stage： from 1990s to today
                                  • 2.4.1 Connectionism
                                    • 2.4.2 The Processibihty Theory
                                      • 2.4.3 Schmidts Account of Consciousness and Noticing
                                        • 2.4.4 Longs Interaction Hypothesis
                                        • 2.5 A Brief Description of the IL Study in China
                                          • 2.6 Summary
                                          • Chapter 3 The Requirements of IL Development： Input and Interaction
                                            • 3.1 Introduction
                                              • 3.2 The Role of Language Input
                                                • 3.3 The More Effective Way for Input Processing
                                                  • 3.4 The Dynamic Nature of FT
                                                    • 3.5 Effects of Negative Feedback on Language Acquisition Process
                                                      • 3.6 Noticing the Information Gap
                                                        • 3.7 Salience and Insignificance
                                                          • 3.8 Authenticity of Language Data
                                                            • 3.9 Summary
                                                            • Chapter 4 Focus on Form in EFL Classroom Setting
                                                              • 4.1 Introduction
                                                                • 4.2 The Cognitive Underpinning of Focus on Form
                                                                  • 4.3 Incidental Focus on Form to Facilitate Cognitive Mapping
                                                                    • 4.4 Focus on Form through IE
                                                                      • 4.5 Learner-generated Attention to Linguistic Form
                                                                        • 4.6 Classroom Constraints on Focus on Form via Corrective Feedback
                                                                          • 4.7 Focus on Form Instruction in the Consolidation of Constructions
                                                                            • 4.8 Teachers Stated Beliefs about Focus on Form and their Classroom Practice
                                                                              • 4.8.1 Teaching Context and Participants
                                                                                • 4.8.2 Data Collection
                                                                                  • 4.8.3 Analyses of the Observational Data to Identify Teachers Focus on Form Practice
                                                                                    • 4.8.4 Analyses of the Self-report Data to Identify Teachers Stated Beliefs about Focus on Form
                                                                                      • 4.8.5 Results and Implications
                                                                                      • 4.9 Summary
                                                                                      • Chapter 5 Consciousness=raising in Grammar Teaching
                                                                                        • 5.1 Introduction
                                                                                          • 5.2 The Concept of Grammar Teaching
                                                                                            • 5.3 EFL Learners Beliefs about Grammar Teaching
                                                                                              • 5.4 Consciousness during the Process of Comprehension
                                                                                                • 5.5 Developing Metalinguistic Awareness among EFL Learners
                                                                                                  • 5.6 Metalinguistic Awareness and Learning Strategy Selection
                                                                                                    • 5.6.1 Participants and Data Collection
                                                                                                      • 5.6.2 Data Analyses and Discussion
                                                                                                      • 5.7 Explicit and Implicit Teaching of TL Features
                                                                                                        • 5.8 The Role of the Learners Mother Tongue
                                                                                                          • 5.9 Summary
                                                                                                          • Chapter 6 Accommodating and Restructuring During the Process of IL Development
                                                                                                            • 6.1 Introduction
                                                                                                              • 6.2 Accommodating and Restructuring
                                                                                                                • 6.3 Form-meaning Connections through Formal Instruction
                                                                                                                  • 6.4 The Acquisition of Collocation and Chunking
                                                                                                                    • 6.5 The Role of Practice to Enhance Automatization
                                                                                                                      • 6.6 Summary
                                                                                                                      • Chapter 7 Task-based Approaches to Developing IL System
                                                                                                                        • 7.1 Introduction
                                                                                                                          • 7.2 Features and Underlying Principles in Task Design
                                                                                                                            • 7.3 Task Implementation in EFL Setting
                                                                                                                              • 7.4 Addressing Accuracy during Task Performance
                                                                                                                                • 7.5 Consciousness-raising Tasks in EFL Classroom Setting
                                                                                                                                  • 7.5.1 Participants， tasks and Procedures
                                                                                                                                    • 7.5.2 Data Analyses and Findings
                                                                                                                                    • 7.6 Form-focused Tasks in Instructional Material
                                                                                                                                      • 7.7 Integrating Metastrategic Awareness Training into Tasks
                                                                                                                                        • 7.8 Summary
                                                                                                                                        • Chapter 8 Building a Model for IL Development in EFL Setting from the Perspective of Cognitive Psychology
                                                                                                                                          • 8.1 Introduction
                                                                                                                                            • 8.2 A Model for IL Development in EFL Setting from the Perspective of Cognitive Psychology
                                                                                                                                              • 8.3 New Challenges for Instruction in EFL Setting
                                                                                                                                                • 8.3.1 Text and Task Authenticity for Input and Interaction
                                                                                                                                                  • 8.3.2 Language Corpora to Enrich Reality
                                                                                                                                                    • 8.3.3 Form-focused Tasks with OE and IE
                                                                                                                                                      • 8.3.4 More Technological Assistance for Optimal Learning Environment
                                                                                                                                                        • 8.3.5 The Requirement for Promoting Transfer of Learning
                                                                                                                                                          • 8.3.6 The Requirement for Developing Language Awareness
                                                                                                                                                            • 8.3.7 The Requirement for EFL Teacher Professional Development
                                                                                                                                                            • 8.4 Summary
                                                                                                                                                            • Chapter 9 Conclusion
                                                                                                                                                              • 9.1 Introduction
                                                                                                                                                                • 9.2 A Synopsis of this Book
                                                                                                                                                                  • 9.3 Implications for Theory and Practice
                                                                                                                                                                    • 9.4 Limitations of the Research
                                                                                                                                                                      • 9.5 General Directions for Future Research
                                                                                                                                                                      • Notes
                                                                                                                                                                        • Appendixes
                                                                                                                                                                          • Appendix A
                                                                                                                                                                            • Appendix B
                                                                                                                                                                              • Appendix C
                                                                                                                                                                                • Appendix D
                                                                                                                                                                                  • Appendix E
                                                                                                                                                                                    • Appendix F
                                                                                                                                                                                    • Bibliography

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