摘要
本文通过对比任务型语言教学中两大认知模型即有限注意力模型和多注意力资源模型,综述任务的认知要求对学习者语言产出影响的相关研究。从出发点、理论基础和对学习者语言产出的预测方面讨论两个模型的异同,总结基于两个模型的实证研究结果以及现存争议,指出现有研究存在的局限,并对未来研究方向提出建议。
This paper synthesizes studies on effects of cognitive task demands on learner production by comparing two cognitive models of task-based language teaching： Limited Attentional Capacity Model and Multiple Attentional Resources Model. Similarities and differences of the two models are discussed in terms of theoretical foundations and predictions for impact of cognitive task demands on learner production. Results of the empirical studies based on two models and existing controversial issues are summarized and suggestions for future research are made.
出处
《外语学刊》
CSSCI
北大核心
2017年第1期91-96,共6页
Foreign Language Research
基金
国家社科基金项目"中国英语课堂小组互动口语语料库建设与应用研究"(15BYY0757)的阶段性成果
关键词
认知要求
学习者语言产出
有限注意力模型
多注意力资源模型
cognitive demands
learner production
Limited Attentional Capacity Model
Multiple Attentional Resources Model
