Kyoko,Masuda.2018.Cognitive Linguistics and Japanese Pedagogy.Berlin/Boston:Mouton de Gruyter.331pp.1.引言根据魏晓敏等(2018)对研究史的梳理,认知语言学在二语/外语教学中的应用研究最早可以追溯至Low(1988)的On teaching meta...Kyoko,Masuda.2018.Cognitive Linguistics and Japanese Pedagogy.Berlin/Boston:Mouton de Gruyter.331pp.1.引言根据魏晓敏等(2018)对研究史的梳理,认知语言学在二语/外语教学中的应用研究最早可以追溯至Low(1988)的On teaching metaphor,并以2001年Pütz等人编辑出版的论文集Applied Cognitive LinguisticsⅡ:Language Pedagogy为标志,进入了全面发展阶段。在三十多年的时间中,该领域在理论建构、教学实证、教材编写等方面均取得了令人瞩目的成绩。展开更多
This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is comp...This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several structures in the intermediate or high stages are taught in a deviant way against their sequencing in PT. The deviant grading of those structures is possibly associated with the theme-based guidelines adopted in the textbooks. It appears that concerns with the utility of grammatical structures in a given context take precedence over concerns for L2 development. A number of suggestions are offered to textbook writers in terms of the role of input, the learners, developmental readiness, and the issue of heterogeneity in L2 classrooms.展开更多
The process movement is originally a reform effort in improving teaching composition to native English speaking students. It advocates an approach to composition teaching that emphasizes students' writing process ...The process movement is originally a reform effort in improving teaching composition to native English speaking students. It advocates an approach to composition teaching that emphasizes students' writing process rather than the product. Assuming that the ESL/EFL writing process is similar to that of the first language, early ESL process enthusiasts borrowed methods and techniques from the English composition class to be used in an ESL writing class that allow students ample time and freedom to write in the real sense. The process-oriented approach has also initiated a research effort in investigating the nature of ESL writing. Though still remaining the mainstream approach to ESL writing, the process approach does not provide solutions to all the issues in developing students' writing competence. However a systematic study of the process approach can throw light on our understanding of writing and help us seek a better and more balanced approach to teaching writing.展开更多
文摘Kyoko,Masuda.2018.Cognitive Linguistics and Japanese Pedagogy.Berlin/Boston:Mouton de Gruyter.331pp.1.引言根据魏晓敏等(2018)对研究史的梳理,认知语言学在二语/外语教学中的应用研究最早可以追溯至Low(1988)的On teaching metaphor,并以2001年Pütz等人编辑出版的论文集Applied Cognitive LinguisticsⅡ:Language Pedagogy为标志,进入了全面发展阶段。在三十多年的时间中,该领域在理论建构、教学实证、教材编写等方面均取得了令人瞩目的成绩。
基金supported by the Fundamental Research Funds for the Central Universities(WUT:2018IVA078)the Teaching Research Funds of Wuhan University of Technology(w2018130)
文摘This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several structures in the intermediate or high stages are taught in a deviant way against their sequencing in PT. The deviant grading of those structures is possibly associated with the theme-based guidelines adopted in the textbooks. It appears that concerns with the utility of grammatical structures in a given context take precedence over concerns for L2 development. A number of suggestions are offered to textbook writers in terms of the role of input, the learners, developmental readiness, and the issue of heterogeneity in L2 classrooms.
文摘The process movement is originally a reform effort in improving teaching composition to native English speaking students. It advocates an approach to composition teaching that emphasizes students' writing process rather than the product. Assuming that the ESL/EFL writing process is similar to that of the first language, early ESL process enthusiasts borrowed methods and techniques from the English composition class to be used in an ESL writing class that allow students ample time and freedom to write in the real sense. The process-oriented approach has also initiated a research effort in investigating the nature of ESL writing. Though still remaining the mainstream approach to ESL writing, the process approach does not provide solutions to all the issues in developing students' writing competence. However a systematic study of the process approach can throw light on our understanding of writing and help us seek a better and more balanced approach to teaching writing.
