英语词汇习得途径研究

外语词汇习得是一个建立心理词汇的过程。在二语教学环境下,教师将间接学习和直接学习结合起来,更有助于学习者词汇的学习和词汇能力的发展。     

母语习得与外语学得的差异性对比

人们经常会问:儿童能在出生后几年内"容易地,迅速地,一致地"掌握自己的母语。但为什么外语学习却费时低效?两种学习有何差异?本文旨在探讨母语与外语学习的差异性并试图对这两个问题做出回答,以期对目前的外语教学有所启示。     

儿童早期外语教育中的六大悖论

本文从年龄关键期,情感因素、外语学习环境、教师素质、幼力教材、教学方法方面,提出儿童早期外语教育中的六大悖论。本文认为无须强调外语学习的年龄关键期,而要关注儿童的情感和心理因素,更要重视教师素质、教材和教学方法、语言环境等客观条件。     

重视情境创设，让对话教学“简约”而不“简单”

《英语课程标准》指出，现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实对话语言，并在此基础上学习和运用语言。英语教学提倡采用既强调语言学习过程又利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实情境中运用语言的机会。     

二语习得理论在对外汉语教学中的应用

二语习得理论在20世纪60年代就被视为一个重要的课题,现今,随着外语教育的快速发展,一些外语教师开始将自己的研究成果融入外语课堂,并且逐渐形成一种自觉的方式,以更好地提高外语教学水平。该文从语言、语法和语言材料三个方面研究对外汉语课堂使用第二语言的可能性。在以往的教学实践中发现,对外汉语专业学生常常会遇到“僵化”语言的错误,因此,建议使用偏误分析语言材料分析其语言障碍,并根据语言障碍制定相应的教学方案。在解决学生学习困惑和无法将汉语真正应用到实际情况的问题的同时,建议采取“输入假说+习得”的课程设计来辅助。     

论词典使用对外语学习的影响

本文从剖析外语教育专家关于外语学习的观点入手,以外语学习者为研究对象,探讨词典使用与外语学习的关系及其对外语教学的影响。     

外语学科自主学习能力与创新能力的关系

本文论述了外语学科自主学习能力与创新能力的辩证关系,提出自主学习是发展创新能力的前提,在外语学科中,创新思维的发展能促进外语语言能力和自学能力的提高。     

试论大学英语课堂教学与自主学习的整合

随着学生主体性的日渐凸显,自主学习似乎成为教育界新的潮流趋势。但是笔者通过调研发现,许多外语教师对自主学习的理解比较模糊,更有甚者将自主学习等同于＂自学＂。如何将课堂教学与自主学习更好地进行整合,从而达到最佳的教学效果,是本文探索的主题。     

基于微信平台的英语教学模式研究

近年来,高职外语课程的建设过程中正面临越来越多的挑战,教学形势更是极为严峻。高职课程注重专业实践,课时量又相对紧张,开设课程向专业课倾斜,这就给外语的学习带来了又一个难点,学时的缩短、教学时间比较短且课时有限等问题都给外语课程的教学带来了考验。由此可见,改变传统的、单一的外语课堂上的教学模式已经是迫在眉睫。根据教育部所公布的《大学英语课程教学要求》,大学阶段的英语教学应当使用的是大量的先进的信息技术,还需要开发和建设各种基于计算机和网络的课程,由此为学生提供良好的学习环境及条件。     

初中英语教学中小组合作学习方法的有效运用

全球化发展越来越快背景下,英语学习得到了社会、家庭和个人的广泛关注,外语技能已经成为了复合型高素质人才的必备技能之一,而初中阶段是学生学习英语的关键时期,英语教学也在顺应着时代的潮流不断进行变革以适应学生发展的需要。小组合作学习方法以建构学习理论为基础,强调将学生被动接受知识的英语课堂转变成为学生主动思考探究的英语课堂,对于学生高效的学习英语具有重要的作用。因此,文章主要探讨初中英语教学中小组合作学习方法的有效运用。     

Vygotsky,Wittgenstein, and sociocultural theory

This paper considers the use made of Vygotsky's work by many who take a sociocultural perspective and, in particular, by those who use his work to advance a particular view of second language acquisition and the ‘silent period’. It is argued that Vygotsky's account as represented in Thought and Language (Vygotsky, 1986 ) needs to be thought of as consisting of two distinct aspects: first, the observations he made (or claimed to have made) and, second, the theoretical account he proposed to explain them. It is shown that some of Vygotsky's observations are problematic but that, even if they are accepted, Vygotsky's theoretical account suffers from fundamental difficulties. Thus the support claimed from Vygotsky in accounts of second language acquisition is misplaced, first because of those difficulties and, second, because many who claim support from Vygotsky, do not need or even use his theory but instead focus their attention on his empirical observations and assume incorrectly that if their own empirical observations match Vygotsky's, then Vygotsky's theory can be accepted. Wittgenstein's later philosophy is shown to provide a perspective which dispels confusions about, and gives us a clearer insight into, the issues.     

二语输出中的语言错误与原因及其处理策略研究

Swain二语习得的二语输出假设理论认为,在某些条件下,输出一定程度上能促进二语习得。二语在输出过程中难免有语言错误的发生,语间干扰、语内干扰、文化干扰是错误发生的三大原因。直接纠正策略、自我纠正与相互纠正相结合策略、集体纠正策略是针对此错误的主要策略。     

第二语言学习与母语习得的比较

从“语言习得机制”(LAD) ,即人们天生的、遗传的习得语言的能力入手 ,对该机制在语言教学中所起到的作用进行分析 ,找出母语与第二语言的共同点及母语习得与第二语言习得过程中文化和语用规则的区别 ,将其运用于语言教学实践 ,以使课堂教学更有成效。     

The social bases of language acquisition

A language is composed of conventional symbols shaped by their social-communicative functions. Children acquire these symbols, both lexical and syntactic, in the context of culturally constituted event structures that make salient these functions. In the acquisition process children rely on cultural learning skills (i.e., imitative learning). These skills emanate from their ability to participate intersubjectively with adults in cultural activities (i.e., joint attention), which underlies their ability to understand the ways adults are using particular pieces of language. The development of communicative competence as a whole, including not only lexical and syntactic skills but also various pragmatic skills, depends largely on feedback about communicative efficacy that children receive from different interactants. This feedback is used by children to make further inferences about the conventional functional significance of particular linguistic expressions. This social-pragmatic view of language acquisition obviates the need for a priori, specifically linguistic, format constraints on the language acquisition process.     

跨文化交际与语言学习

文化人类学认为,文化具有经由社会习得、为民族所共有、象征性和整体性的本质特征。文化的创造离不开语言,语言是文化的载体。语言的学习,是文化的学习与渗透。因此,学习第二语言,掌握第二文化,必须同步并进,将语言置于其文化背景下,有助于开阔视野,获得较为全面的知识,从容地跨越文化交际的沟壑。     

从图式理论看母语在英语口语教学中的积极作用

根据二语习得理论,母语及母语文化在英语口语表达交际中不只是起负迁移的作用,母语图式提供口语交际的认知基础,同时母语文化图式可以作为英语口语文化背景的参照体系。因此教师在教学中可以适当地、有策略性地调用母语图式,运用母语认知和母语文化来辅助口语教学。     

Pragmatic competence,autistic language use and the basic properties of human language

The unique linguistic profile of autistic people urges linguists to address the divergences in human language, its acquisition and use among major linguistic perspectives. Fitting with the dual roles of language (thought and communication), this paper adopts an internal pragmatic competence (IPC) and a (similar) pragmatic competence for external communication (PCEC) to elucidate how autistic linguistic profile discloses the divergences between nativism and constructionism on language use and acquisition (ultimately language proper). IPC justifies why autistic people resort not to mind-reading but to self-sufficient mental interactions among organism-internal submodules or nearly intact grammatical subsystems when abstractly processing linguistic and communicative needs, contra constructionists' assumption of sole intersubjective language use. PCEC, required for facilitating the authentic intersubjective language use, explains how the dysfunction of modular interactions and their interactions with outside contexts leads to autistics' sociopragmatic impairment and the double empathy gap. In this way, the divergences, along with the possible reconciliation between the two perspectives, can be expounded.     

Individual Differences in Infant Skills as Predictors of Child-Caregiver Joint Attention and Language

Current research suggests that the extent to which child-caregiver dyads engage in interactions involving episodes of joint or coordinated attention can have a significant impact on early lexical acquisition. In this regard it has been recognized that individual differences in early developing child communication skills, such as capacity to follow gaze and early infant language, may contribute to these child-caregiver interactional patterns, as well as to subsequent language development. To address this expectation, 21 infant-parent dyads were recruited for participation in a longitudinal study. Early infant language, responding to joint attention skill, and cognitive development were assessed at 12 months of age. Child-caregiver joint attention episodes, as well as responding to joint attention skill and child language, were assessed at 18 months of age. Developmental outcome, using the MacArthur Communicative Development Inventories and the Bayley Scales of Infant Development-II, was assessed at 21 and 24 months of age. Consistent with previous findings, results indicated that individual differences in child-caregiver episodes of joint attention were related to language at 18 months. In addition, though, 12 month vocabulary and responding to joint attention skill were associated with some aspects of 18 month child-caregiver interaction, as well as subsequent language development. In general, 12 month child measures and 18 month child-caregiver interaction measures appeared to make unique contributions to language development in this sample. These results suggest the need to further consider the role of infant skills in the connections between child-caregiver joint attention episodes and language development.     

语言流中的文学语言

文学的科学化诉求引发了划分文学语言与非文学语言的冲动。在文论史上,理论家们曾尝试区分日常语言与文学语言、标准语与诗语言及科学语言与诗语言的差异。这些区分一般倾向于在静态框架之内展开。从动态观点来看,日常语言与文学语言之间存在着相互转化;标准语和诗语言之间呈现为相互支撑;科学语言与诗语言之间体现为逻各斯与神话的对立互补。从发生学角度看,语言就是那种在持续流动中减损消逝并增补更新着的事物。语言的内在流变性证明,任何关于文学语言本质的抽象和规定都是不可能的。     

National Language Capacity in Global Competition

The term national language capacity refers to the sum total of a nation’s ability to grasp linguistic resources, provide language services, deal with linguistic issues, develop the language, and related tasks. Key capacities include the possession of linguistic resources, utilization of language and language services, development and use of linguistic resources, the language of the members of the nation, reserves of linguistic talent, language management, development of language enterprises and linguistic influence. The development of informatization has made national language capacity an important part of national strength. It is hard power as well as soft power, playing a very important role in social progress and cultural inheritance, in promoting economic development and technological innovation, and in protecting a country’s national security and international development.