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书名 外语课堂里的语用发展--基于请求行为的实验研究
分类 人文社科-社会科学-语言文字
作者 李清平
出版社 外语教学与研究出版社
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李清平所著的《外语课堂里的语用发展——基于请求行为的实验研究》研究是一项准试验研究,重点考察了青少年初学者如何在外语环境中通过教学导引(instruction)发展请求言语行为,同时还考察了不同导引手段的有效性以及这些效果是否能持续。该研究的参加对象为初中一年级学生,平均年龄约为13岁。结果显示语用能力和语法能力是两种相对独立的能力,前者的发展可以不依赖于后者,在外语环境中教学导引对语际语用能力的发展具有积极作用,导引手段越外显,对请求策略的习得影响越大,但视觉强化对请求策略分布的影响很小。

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李清平所著的《外语课堂里的语用发展——基于请求行为的实验研究》讲述语际语用学(Interlanguage Pragmatics,ILP)是研究学习者语用的一门新兴学科,这类研究把ILP研究置入二语习得研究的理论框架之下。最新的二语习得研究表明,学习者通过教学导引注意到相关的目标特征,而注意是习得的必要条件。《外语课堂里的语用发展——基于请求行为的实验研究》是一项准试验研究,重点考察了青少年学习者在外语环境中通过不同的教学导引手段习得英语请求语的情况。

目录

List of tables

List of figures

List of appendices

Abbreviations used throughout the study

Introduction

Chapter 1 An integrated SLA model and the noticing hypothesis

Chapter 2 Consciousness-raising, input enhancement and SLA

  2.1 The effects of visual enhancement

  2.2 The effects of form-focused instruction

  2.3 FonF instruction

Chapter 3 The effects of instruction on ILP development

Chapter 4 DCT as a measure of pragmatic ability

Chapter 5 The speech act of requesting

Chapter 6 Motivation for the present study

Chapter 7 Methodology for the present study

 7.1 Participants

 7.2 Setting

 7.3 Instrumentation

 7.4 Materials development

 7.5 The treatments

 7.6 Data collection

7.6.1 Pre- and post-tests

7.6.2 On-going role-plays

7.6.3 Field notes

7.6.4 The post-instruction semi-structured interview

7.6.5 Debriefing

7.7 Coding of subjects' performance data

Chapter 8 Results

  8.1 DCT data

8.1.1 Request strategies

  8.1.1.1 Pretest results

  8.1.1.2 Posttest 1 results and Hypotheses 1 & 2

  8.1.1.3 Posttest 2 results and Hypothesis 4

8.1.2 Modification data and Hypotheses 3 & 5

  8.2 Interview data and Hypothesis 6

  8.3 The role-play data

  8.4 Learners' motivation and good faith effort

  8.5 Summary of results

Chapter 9 Discussion

  9.1 Pragmatic and grammatical competences

  9.2 Instruction, noticing and IL request development

9.2.1 The effects of instruction on strategy use

9.2.2 The effects of instruction on strategy distribution

9.2.3 The effects of instruction on modification

9.2.4 The effects of instruction on sociopragmatic development

 9.3 Form type, learner profile and treatment features: How they interact in the durability of instructional effects on IL request development

 9.4 Stimulus appraisal and ILP development in the FL context

Conclusion

Bibliography

Appendices

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