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对背诵的再认识 被引量:76

A Reassessment of Recitation as a Learning Method
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摘要 本文主要从心理语言学理论和二语习得理论角度对背诵在语言学习中的价值进行论证。同时,文章也纠正了两个关于背诵的偏见,指出背诵不等于死记硬背,背诵与素质教育所提倡的思辨能力和创新意识的培养也是并行不悖的。文章最后得出有关背诵策略的启示。
作者 陈萱
机构地区 南京大学
出处 《国外外语教学》 CSSCI 2004年第1期11-13,共3页 Foreign Language Teaching
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  • 1Bley-Vroman, R. 2002. Frequency in production, comprehension, and acquisition. SSLA 24: 209-213.
  • 2Ellis, N. C. 2002. Frequency effects in language processing: A Review with Implications for Theories of Implicit and Explicit Language Acquisition [J]. SSLA 24: 143-188.
  • 3Ellis, N. C. 2002. Reflections on frequency effects in language processing [J]. SSLA 24: 297-339.
  • 4Ellis, R. 2002. Does form-focused instruction affect the acquisition of implicit knowledge? A Review of the Research [J]. SSLA 24:223-236.
  • 5Eubank, L. & K.R. Gregg. 2002. News flash-Hume still dead [J]. SSLA 24:237-247
  • 6Gass, S.M. & A. Mackey. 2002. Frequency effects and second language acquisition: A Complex Picture? [J] SSLA 24: 249-260.
  • 7Harrington, M. & S.D. 2002. Input-driven language learning [J]. SSLA 24:261-268.
  • 8Hulstijn, J.H. 2002. What does the impact of frequency tell us about the language acquisition device?[J]SSLA 24: 269-273.
  • 9Larsen-Freeman, D. 2002. Making sense of frequency [J]. SSLA 24:275-285.
  • 10Skehan, P. 1998. A Cognitive Approach to Language Learning [M]. Oxford: Oxford University Press.

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