摘要
课堂环境下的二语习得研究是二语习得研究的一个重要组成部分。本文回顾了近20余年来围绕该课题进行的实证研究,分别从语言规则的教学对二语习得速度和总体水平、对言语表达的准确性和二语习得路径的影响以及该影响的持续性等多个视角,探讨了语言规则的教学在二语习得中的作用,比较分析了不同的二语习得理论对该作用所作出的几种解释,指出外语教育工作者应重新认识和利用语言规则的教学在二语习得中的积极作用,注意学习者的中介语发展阶段、目的语结构的标记性等与教学成效密切相关的多种因素。
This paper presents a survey of the empirical studies on instructed SLA of the past twenty-odd years, which forms an important component part of SLA research. It explores the role played by formal instruction in SLA, respectively from the perspectives of formal instruction’s effects on SLA rate and general language proficiency, production accuracy and the route of SLA as well as the durability of these effects. A variety of theoretical explanations of the role of formal instruction are analyzed and compared. It is pointed out that foreign language experts should form a new understanding and make use of the positive role played by formal instruction and pay attention to the teaching efficiency-related factors such as the developmental stage of learners’ interlanguage and the markedness of the target structures.
出处
《外语教学》
北大核心
2004年第6期58-61,共4页
Foreign Language Education
关键词
语言规则的教学
二语习得
意识生成
规则内化
formal instruction
SLA
consciousness-raising
internalization of rules
