认知语法框架下的构式搭配分析通过参照一般认知能力描写情景编码的语义结构,并从认知加工的角度探究搭配的典型性和多样性,进而弥补认知构式语法在结果阐释阶段的不足。以让步构式Just Because X Doesn't Mean Y(JBX-DMY)为例,从...认知语法框架下的构式搭配分析通过参照一般认知能力描写情景编码的语义结构,并从认知加工的角度探究搭配的典型性和多样性,进而弥补认知构式语法在结果阐释阶段的不足。以让步构式Just Because X Doesn't Mean Y(JBX-DMY)为例,从侧显和视角两个维度对其代词共现词位进行阐释,并提出经验性和概念性理据的区分。展开更多
The present paper reviews 25 studies conducted in the domain of L2 （second/foreign language） dynamic assessment （DA） in recent years. It begins with a survey of relevant research, then discusses some of the major ...The present paper reviews 25 studies conducted in the domain of L2 （second/foreign language） dynamic assessment （DA） in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows： （a） DA has the potential to promote L2 competence development; （b） both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; （c） most studies have focused on small samples; （d） reading and grammatical knowledge have drawn the most attention; （e） group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; （f） computers might play a complementary role to humans acting as mediators; and （g） case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues： （a） L2 DA as an approach to measurement, （b） potential mediators, （c） validity issues of L2 DA, （d） the interface between DA and second language acquisition, and （e） the development of L2 classroom teachers.展开更多
文摘认知语法框架下的构式搭配分析通过参照一般认知能力描写情景编码的语义结构,并从认知加工的角度探究搭配的典型性和多样性,进而弥补认知构式语法在结果阐释阶段的不足。以让步构式Just Because X Doesn't Mean Y(JBX-DMY)为例,从侧显和视角两个维度对其代词共现词位进行阐释,并提出经验性和概念性理据的区分。
基金part of the achievements of the project "Reform of Reading-to-Writing Courses of English Major,"supported by Guangdong Province Higher Educational Reform Essential Project(2013)the education reform project of Southern Medical University
文摘The present paper reviews 25 studies conducted in the domain of L2 （second/foreign language） dynamic assessment （DA） in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows： （a） DA has the potential to promote L2 competence development; （b） both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; （c） most studies have focused on small samples; （d） reading and grammatical knowledge have drawn the most attention; （e） group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; （f） computers might play a complementary role to humans acting as mediators; and （g） case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues： （a） L2 DA as an approach to measurement, （b） potential mediators, （c） validity issues of L2 DA, （d） the interface between DA and second language acquisition, and （e） the development of L2 classroom teachers.
