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课堂环境下学习者的意识在二语习得中的作用
时间:2012-10-24 浏览次数:1138次 无忧论文网
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【中文题名】 课堂环境下学习者的意识在二语习得中的作用 【英文题名】 The Role of Learners' Consciousness in SLA in Classroom Setting 【中文摘要】 第二语言的习得可在两种环境下发生,即自然环境和课堂环境。有人认为在自然环境下,学习者能够自然地、无意识地习得第二语言,这种学习被称作二语习得;而在课堂环境下,学习者有意识地学习第二语言,这种学习被称为二语学习。本篇论文讨论的是课堂环境下第二语言的学习,中心话题是学习者的意识在二语学习中的作用。尽管二语习得和二语学习是不同的概念,但在本文中这两个概念交替使用,都是指二语学习的过程。 第一章阐述了二语习得的两种环境及课堂环境下二语习得者的具有意识性的特点。二语习得的两种环境 谈及二语习得,以克拉 【英文摘要】 Second language acquisition can occur in two different settings, natural setting and classroom setting. It is believed that in the natural setting, learners acquire a second language naturally and subconsciously, and such learning is called as second language acquisition; while in the classroom setting, learners learn the second language consciously, and such learning is called as second language learning. This paper discusses the learning of a second language in classroom setting, with the role of lea Introduction 6-8 Chapter One SLA in Classroom Setting 8-13 1.1 Two Settings for SLA 8-11 1.2 Possessing Consciousness-a Key Feature of Classroom Learners 11-13 ChapterTwo Learners’ConsciousnessinInputandOutput 13-29 2.1 The Stages of Information Processing in SLA 13-15 2.2 The Role of Input in SLA 15-19 2.2.1 Different types of input 15-16 2.2.2 The role of input in SLA 16-21 2.3 Learners’ Consciousness as Noticing in Input 19-21 2.4 The Role of Output in SLA. 21-25 2.4.1 Different types of output 21-22 2.4.2 Functions of output in SLA 22-24 2.4.3 Three measures of oral output 24-31 2.5 Learners’ Consciousness as Awareness & Control in Output 25-30 Chapter Three Cultivating the Role of Learners’ Consciousness in Classroom Setting 29-51 3.1 At Input Stage, Meaning-focused or Form-focused 30-43 3.1.1 Teaching approaches focusing on meaning 31-35 3.1.2 Teaching approaches focusing on form 35-38 3.1.3 Integration of meaning and form 38-43 3.2 Directing Learners’ Consciousness to Output 43-58 3.2.1 Intake to output: declarative knowledge to procedural knowledge 43-46 3.2.2 Directing learners’ consciousness to output in reading aloud 46-47 3.2.3 Directing learners’ consciousness to output through error-correction 47-58 Conclusion 51-52 References 52-54 Abstract (English) 54-58 Abstract (Chinese) 58-60
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