沿用道格拉斯学派(The Douglas Fir Group)超学科框架,Joan Kelly Hall教授的新书《面向二语教师的二语习得理论概要——超学科框架》以一线二语/外语教师为目标读者,以语言使用观为导向,用深入浅出的语言讲述如何从微观、中观和宏观三...沿用道格拉斯学派(The Douglas Fir Group)超学科框架,Joan Kelly Hall教授的新书《面向二语教师的二语习得理论概要——超学科框架》以一线二语/外语教师为目标读者,以语言使用观为导向,用深入浅出的语言讲述如何从微观、中观和宏观三个维度来分析动态复杂的二语学习活动,更新了传统意义上对语言知识和语言学习过程的理解,把超学科相关理念,如语言知识的动态复杂性、语言学习的社会调节性、学习者能动性、二语教师发展的社会调节性等有效运用在二语教学课堂中。展开更多
In the writings of Russian psychologist L.S.Vygotsky (1987),Sociocultural Theory (SCT) was introduced for the first time to the field of second language studies nearly 40 years ago (Frawley&Lantolf,1985) as a powe...In the writings of Russian psychologist L.S.Vygotsky (1987),Sociocultural Theory (SCT) was introduced for the first time to the field of second language studies nearly 40 years ago (Frawley&Lantolf,1985) as a powerful tool for analyzing processes of second language development and their relationship to specific activities,practices,and interactions (see also Lantolf&Appel,1994).From Lantolf and Thorne (2006) onwards,L2 SCT researchers have been utilizing the principles of the theory to inform educational practices that actively support learners in developing theirsecond language skills.In their analysis of Vygotsky's thinking in terms of dialectics.展开更多
笔者以中国知网为数据源,对近十年来中国有关汉英对比分析的文献进行系统梳理,具体分析了当前关于汉英对比文献研究所呈分布状况以及发展趋势。深入理解汉英对比分析在不同阶段中的现状及原因概述,总结传统汉英对比向现代汉英对比演变路...笔者以中国知网为数据源,对近十年来中国有关汉英对比分析的文献进行系统梳理,具体分析了当前关于汉英对比文献研究所呈分布状况以及发展趋势。深入理解汉英对比分析在不同阶段中的现状及原因概述,总结传统汉英对比向现代汉英对比演变路径,以期为后续研究和实践提供参考。Taking CNKI as the data source, the author systematically combs the literature on Chinese-English contrastive analysis in China in the past decade, and specifically analyzes the distribution and development trend of current research on Chinese-English contrastive literature. This paper provides an overview of the status quo and causes of Chinese-English contrastive analysis in different stages, and summarizes the evolution path from traditional Chinese-English contrastive analysis to modern Chinese-English contrastive analysis, in order to provide reference for subsequent research and practice.展开更多
纠正性反馈作为二语习得研究的关键议题,其有效性在于教师能否精准提供反馈以助力学生二语习得。基于多维度分类框架,纠正性反馈细化为隐性与显性两大类型,各自蕴含独特的运作机制与效果特征。文章首先介绍了纠正性反馈的定义与分类,然...纠正性反馈作为二语习得研究的关键议题,其有效性在于教师能否精准提供反馈以助力学生二语习得。基于多维度分类框架,纠正性反馈细化为隐性与显性两大类型,各自蕴含独特的运作机制与效果特征。文章首先介绍了纠正性反馈的定义与分类,然后回顾了隐性和显性纠正性反馈研究的现状,并基于此展望了未来研究路径,以期通过教学策略的优化,实现二语学习成效质的飞跃。Corrective feedback, as a key issue in second language acquisition research, hinges on the teacher’s ability to provide precise feedback to facilitate students’ second language acquisition. Based on a multidimensional classification framework, corrective feedback is refined into two major types: explicit and implicit, each containing unique operational mechanisms and effect characteristics. This paper first introduces the definition and classification of corrective feedback, subsequently reviews the current status of research on implicit and explicit corrective feedback, and finally forecasts future research avenues, aiming to achieve a qualitative leap in second language learning outcomes through the optimization of teaching strategies.展开更多
文摘沿用道格拉斯学派(The Douglas Fir Group)超学科框架,Joan Kelly Hall教授的新书《面向二语教师的二语习得理论概要——超学科框架》以一线二语/外语教师为目标读者,以语言使用观为导向,用深入浅出的语言讲述如何从微观、中观和宏观三个维度来分析动态复杂的二语学习活动,更新了传统意义上对语言知识和语言学习过程的理解,把超学科相关理念,如语言知识的动态复杂性、语言学习的社会调节性、学习者能动性、二语教师发展的社会调节性等有效运用在二语教学课堂中。
文摘In the writings of Russian psychologist L.S.Vygotsky (1987),Sociocultural Theory (SCT) was introduced for the first time to the field of second language studies nearly 40 years ago (Frawley&Lantolf,1985) as a powerful tool for analyzing processes of second language development and their relationship to specific activities,practices,and interactions (see also Lantolf&Appel,1994).From Lantolf and Thorne (2006) onwards,L2 SCT researchers have been utilizing the principles of the theory to inform educational practices that actively support learners in developing theirsecond language skills.In their analysis of Vygotsky's thinking in terms of dialectics.
文摘笔者以中国知网为数据源,对近十年来中国有关汉英对比分析的文献进行系统梳理,具体分析了当前关于汉英对比文献研究所呈分布状况以及发展趋势。深入理解汉英对比分析在不同阶段中的现状及原因概述,总结传统汉英对比向现代汉英对比演变路径,以期为后续研究和实践提供参考。Taking CNKI as the data source, the author systematically combs the literature on Chinese-English contrastive analysis in China in the past decade, and specifically analyzes the distribution and development trend of current research on Chinese-English contrastive literature. This paper provides an overview of the status quo and causes of Chinese-English contrastive analysis in different stages, and summarizes the evolution path from traditional Chinese-English contrastive analysis to modern Chinese-English contrastive analysis, in order to provide reference for subsequent research and practice.
文摘纠正性反馈作为二语习得研究的关键议题,其有效性在于教师能否精准提供反馈以助力学生二语习得。基于多维度分类框架,纠正性反馈细化为隐性与显性两大类型,各自蕴含独特的运作机制与效果特征。文章首先介绍了纠正性反馈的定义与分类,然后回顾了隐性和显性纠正性反馈研究的现状,并基于此展望了未来研究路径,以期通过教学策略的优化,实现二语学习成效质的飞跃。Corrective feedback, as a key issue in second language acquisition research, hinges on the teacher’s ability to provide precise feedback to facilitate students’ second language acquisition. Based on a multidimensional classification framework, corrective feedback is refined into two major types: explicit and implicit, each containing unique operational mechanisms and effect characteristics. This paper first introduces the definition and classification of corrective feedback, subsequently reviews the current status of research on implicit and explicit corrective feedback, and finally forecasts future research avenues, aiming to achieve a qualitative leap in second language learning outcomes through the optimization of teaching strategies.
