语言的形式意义与语言学习者
作者： 常新萍
出版时间：2014年7月
出版社：中山大学出版社
- 中山大学出版社
- 9787306049278
- 180551
- 2014年7月
- 未分类
- 未分类
- H003
观察和研究表明，不同的学习环境和过程对二语学习者的语言能力发展和作为一个人的整体发展都会产生重要的影响。那么，外语环境下的不同语言学习方式和课堂干预方式会导致怎样的结果？学生最终学到的语言知识的性质会是怎样的？如何理解语言的形式与意义之间的关系？语言的形式学习如何与意义学习结合起来？如何看待语言学习过程中学习者因素以及其它因素之间的关系和作用？如何让语言学习者真正成为学习过程中的主角？常新萍所著的《语言的形式意义与语言学习者》尝试以一项研究为切入点，对外语环境下的中国英语课堂学习过程中的语言形式、意义与语言学习者的关系以及不同理解和操作所导致的不同结果展开讨论，并在此基础上提出一些可行性建议，以期为外语教学的实际课堂干预带来启发。
List of Figures
List of Tables
List of Abbreviations
Chapter 1 Introduction
1.1 Issues and themes: two stances in linguistics and SLA studies
1.1.1 Form and Meaning in Second Language Learning
1.1.2 Two processes in SLA: Explicit learning and implicit learning
1.1.3 Learner factors
1.2 Definition of relevant terms
1.3 Motivations for this research
1.3.1 Practical needs
1.3.2 Theoretical needs
1.4 Research questions and delimitation
1.4.1 Methods used
1.4.2 Justification of the research
1.4.3 The delimitation of this research
1.4.4 Research questions
1.5 An outline of the book
Chapter 2 Pursuing an Understanding of the Underlying System
2.1 The competence-performance issue
2.1.1 The Competence-performance distinction
2.1.2 Hymes's introduction of communicative competence
2.1.3 Components of the Communicative Competence
2.2 Form, meaning or the mapping?
2.2.1 Rule-based approach
2.2.2 Usage-based approach
2.3 A critique of the previous theories
2.4 The present study and the previous review
2.5 Summary
Chapter 3 Pursuing an Understanding of Second Language Learning Processes
3.1 Theories of naturalistic second language learning
3.1.1 The distinction between naturalistic learning and classroom learning
3.1.2 Studies on the internal processing mechanism
3.1.3 Research on L2 acquisition
3.1.4 Factors involved in SLL process and relationships among them
3.2 Theories of classroom second language learning
3.2.1 Theories about classroom learning
3.2.2 Factors involved in classroom L2 learning
3.3 Factors influencing SL/FL learning processes
3.3.1 Summary of factors from the review
3.3.2 Factors singled out for the present study
3.3.3 A brief review of the factors for this study
3.4 SLA theories and the present study
3.5 Summary
Chapter 4 A Working Conceptual Framework for the Research
4.1 Introduction
4.1.1 The necessity to establish a working conceptual framework
4.1.2 Characteristics of Chinese secondary school EFL learning
4.2 The working conceptual framework
4.3 Questions and hypotheses in the experiment
4.3.1 Research questions in relation to the experiment
4.3.2 Hypotheses in the experiment
4.4 Questions and hypotheses in the investigation
4.4.1 Research questions in relation to the investigation
4.4.2 Hypotheses about the relationships between the experimental results and the factors under investigation
4.5 Summary
Chapter 5 Design of the Research
5.1 Initial thinking
5.1.1 Research methods
5.1.2 Background knowledge of the participants under study
5.2 Design of the experiment
5.2.1 The sample for the experiment
5.2.2 Instruments for the experiment
5.3 Design of the investigation
5.3.1 The sample for the investigation
5.3.2 The instrument for the investigation
5.3.3 The content of the questionnaires
5.4 Data Collecting Procedure
5.4.1 The implementation of the experiment and the investigation
4.4.2 The rating of the tasks
5.4.3 Data Coding
5.5 Summary
Chapter 6 Presentation of Results
6.1 Data sorting
6.1.1 Collating data from the experiment
6.1.2 Collating data from the investigation
6.1.3 Analyses of the data from the experiment and the investigation
6.2 Presentation of the results from the experiment
6.3 Presentation of the results from the survey
6.3.1 Presentation of the results concerning the questions
6.3.2 Presentation of the results concerning the hypotheses in the investigation
6.4 Summary
Chapter 7 Discussion of the Results from the Experiment and the Investigation
7.1 Discussion of the results from the experiment
7.1.1 Summary of the results from the experiment
7.1.2 Discussion of the results from the experiment
7.2 Discussion of the findings from the survey
7.2.1 Findings from the QL and their relationships with the experimental results
7.2.2 Case analysis
7.2.3 Analysis of the questionnaire for the teachers (QT)
7.2.4 Summary of the discussion in relation to the conceptual framework
7.3 Summary
Chapter 8 Conclusion
8.1 Overview
8.2 Summary of the findings in this research
8.2.1 The nature of the EFL learners'attainment
8.2.2 The learners'attainment and factors underpinning their learning process
8.3 Significance of the research and the discussions
8.4 Implications of this study
8.5 Limitations and Future Studies
8.6 Remarks on language form, meaning and the language learner
References
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
