“Focus-on-Form”中的时间问题应考虑输入因素

Integrate the Role of Inputing into Cognitive Factors in Determining Timing Issue in Focus-on-form Instruction

自从提出"Focus-on-form"的新模式,许多研究者和实践者都在探索新模式下对"时间"问题的把握,也就是,在学生的学习过程中何时融入适当的形式教学的问题。但是,之前的研究基本上只强调认知过程对该问题的决定作用,因此,把输入因素融入到时机问题的讨论之中。在这个过程中,本文(1)描述了认知学为形式教学提供的几种可行途径;(2)分析了当前Focus-on-form中的几对有争论并且很关键的范畴,并得出输入问题是造成其分歧的重要因素之一;(3)通过考察输入语言的性质特征提出了对教学实践有意义的启示。因此,认为"Focus-on-form"的教学模式需要在认知研究的基础上,对输入因素继续进行全面、系统和持续的研究,从而使该模式的发展有新的突破。

Researchers and teachers have been exploring ＂the timing issue＂,i.e.when to integrate pedagogical interventions into learning since Focus-on-form instruction was put forward.Different from the previous researches that only emphasized the influence of cognitive process,the present paper attempts to apply input factors to the analysis of appropriate decision of time to focus in practice.In doing so,the paper（1）describes the cognitive way to suggest the feasible choices for concrete instructions,（2）analyzes the current controversial issues and concludes ＂input＂ as the key element leading to those disagreements,（3）examines the properties of input to find some implications for practical instructions.Through these analyses,we naturally get the conclusion that a comprehensive,systemic and continuous study of the input factors in order to facilitate the practical instruction needs further development.