本文基于PRISMA框架对Web of Science与Scopus两大数据库中收录的121篇关于二语教材文化内容的实证研究文献进行了系统分析。分析发现,近年来该主题逐渐受到研究者的关注,文献数量逐年上升;其研究内容主要涵盖二语教材中文化内容的类型...本文基于PRISMA框架对Web of Science与Scopus两大数据库中收录的121篇关于二语教材文化内容的实证研究文献进行了系统分析。分析发现,近年来该主题逐渐受到研究者的关注,文献数量逐年上升;其研究内容主要涵盖二语教材中文化内容的类型与国别分布研究以及教材使用者对二语教材中文化现象的感知研究两大主题;在研究方法、研究路径方面亦呈现多元视角的特点。希望通过对国际期刊中关于二语教材文化内容研究的梳理与反思,为我国未来的二语教材研究提供一定的参考与启示。展开更多
本文选取汉语二语写作教材《发展汉语中级写作》,与英语二语写作教材《READY TO WRITE 2》进行对比研究。考察体例发现:文体编排方面,汉语教材侧重记叙文,英语教材四种文体均衡,且在同一单元主题内有多种文体出现。写作话题方面,汉语教...本文选取汉语二语写作教材《发展汉语中级写作》,与英语二语写作教材《READY TO WRITE 2》进行对比研究。考察体例发现:文体编排方面,汉语教材侧重记叙文,英语教材四种文体均衡,且在同一单元主题内有多种文体出现。写作话题方面,汉语教材以学生生活为主,话题较狭隘;英语教材写作话题较广,富有启发性。写作技能方面,英语教材较汉语教材完整、系统。考察范文发现:英语教材以段落的形式呈现,范文较短,而汉语教材主要以篇章为主,范文较长。考察练习发现:英语教材练习缩短了输入与输出的距离,而汉语教材呈现“整体输入,整体输出”的割裂结构。基于考察结果,对汉语二语中级写作教材的编写提出建议。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
文摘本文基于PRISMA框架对Web of Science与Scopus两大数据库中收录的121篇关于二语教材文化内容的实证研究文献进行了系统分析。分析发现,近年来该主题逐渐受到研究者的关注,文献数量逐年上升;其研究内容主要涵盖二语教材中文化内容的类型与国别分布研究以及教材使用者对二语教材中文化现象的感知研究两大主题;在研究方法、研究路径方面亦呈现多元视角的特点。希望通过对国际期刊中关于二语教材文化内容研究的梳理与反思,为我国未来的二语教材研究提供一定的参考与启示。
文摘本文选取汉语二语写作教材《发展汉语中级写作》,与英语二语写作教材《READY TO WRITE 2》进行对比研究。考察体例发现:文体编排方面,汉语教材侧重记叙文,英语教材四种文体均衡,且在同一单元主题内有多种文体出现。写作话题方面,汉语教材以学生生活为主,话题较狭隘;英语教材写作话题较广,富有启发性。写作技能方面,英语教材较汉语教材完整、系统。考察范文发现:英语教材以段落的形式呈现,范文较短,而汉语教材主要以篇章为主,范文较长。考察练习发现:英语教材练习缩短了输入与输出的距离,而汉语教材呈现“整体输入,整体输出”的割裂结构。基于考察结果,对汉语二语中级写作教材的编写提出建议。
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.
