中国大学英语教师对“Focus-on-Forms”和“Focus-on-Form”教学方法的认知

语法教学是语言教学中易引起争论的话题。“Focus-on-forms”和“focus-on-form”是语言课堂教学中有关语法教学的两种方法。本文在对“focus-on-forms”和“focus-on-form”有关理论研究回顾的基础上,通过问卷和访谈的形式对浙江省几所高校的大学英语教师在英语课堂教学中对语法教学的态度及方式进行调查分析。结果显示,大部分教师倾向于focus-on-form的教学方式。

“focus on form”的课堂教学策略研究综述

虽然我国的外语教学改革一直在提倡交际教学,强调以交际为目的,但很多英语课堂任然很难摆脱语法教学的统治地位。兴起于20世纪90年代的重形式教学(focus on form)理论对我国外语教学有特殊的意义。着重归纳了现有的focus on form的具体教学方法并讨论了各种方法的优势和缺陷,期望能对外语课堂教学能够有一定的指导意义。

外语教学中的Focus on Form思想

本文以语言教学中的形式与意义之争为宏观背景，介绍Focus on form的理论基础、研究现状和主要成果；指出国内相关研究中亟需术语规范和结合教学特定性的实证研究。

focus on form理论与中学英语语法教学

语法是外语教学的一个重要组成部分。以Long为代表的西方学者在吸收交际-任务教学原则的基础上,提出了针对语言形式教学的focus on form理论。本文在阐明这一教学理论之后,通过实例,重点说明了该理论在我国中学英语语法教学中的应用价值。

Focus on form理论在英语交际课堂中的应用

传统的语法翻译法和后来的交际法都不完全适合我国外语教学的国情,而90年代新兴的focus on form理论兼容了双方的优越性。本文在回顾了相关背景之后,重点阐明了该理论在我国英语交际课堂中融合的五种途径,即协商性任务、整体听写活动、利用结构型任务、增强意识型任务以及输入加工,从而使学生在关注语言形式的同时更好的表达意义。

focus on form教学综述

focus on form(以形式为中心)的教学模式是当前语言形式教学的主流,因其可以有效平衡语言形式和意义而备受关注。通过回顾其产生发展过程及理论依据,概括其实施方法,有利于理解其对外语教学的指导意义,指引相关研究方向。

Focus on Form语境下英语写作学习的探索性研究

依据focus on form(FonF)教学指导理论,对英语写作学习进行实证研究,以探索FonF对英语写作在流利度(fluency)、准确度(accuracy)以及复杂度(complexity)三个纬度的积极影响,并通过对实验前后写作效果的对比分析,建构FonF理论对中国英语写作学习的启示。

Focus on form理论在大学英语语法教学中的应用

语法是外语教学的重要组成部分,大学英语语法在"教与不教"以及"怎样教"等问题上,一直受到研究者和教学者的密切关注。以Long为代表的西方学者在吸收交际——任务教学原则的基础上,提出了针对语言形式教学的focus on form理论。本文分析了这一理论的产生及其定义与理论基础,重点探讨了Focus on form在大学英语语法教学中的应用,为探索有效的大学英语语法教学提供了新的方向。

国外Focus on form研究发展简要述评

对Focus on form(Fon F)教学法的发展作历时性分析,引出折衷教学法。阐述Fon F的分类及其发展,援引不同主体对语言形式的关注度研究,回归折衷教学法。基于折衷教学法,认为Fon F是平衡Fon M(Focus on meaning)和Fon Fs(Focus on forms)两种极端教学法的必要补充。

Focus on Form理论视角下的二语词汇习得研究

Focus on Form理论是近年来国内外二语习得领域的热门研究问题。该理论强调在教学活动中以意义为教学中心,通过加强学习者对语言形式的关注,从而达到对语言交际能力和语法词汇能力的双重提高。本文探讨将该理论应用于二语词汇习得教学中,从而提高词汇学习的效果。

Focus on form理论在大学英语交际教学中的应用与研究

我国应试教育下的英语教学常常拘泥于书面知识,过多地注重语法和背诵。因此,从改革的需求出发,结合当代学生的实际情况,发挥形式教学的语言修正功能,探讨如何能最大限度地提高英语教学的效率。

“focus on form”理论视角下的二语词汇教学探讨

"Focuson form"是一种有关语言教学的新兴理论。它强调在以意义为中心的教学中以适当方式提高学习者对语言形式的关注,从而达到对语言交际能力和语法词汇能力培养的平衡。我们认为,Focuson form理论所提出的理念符合我国英语教学的目标,是一种较为科学、先进的教学理论。本文探讨了如何在"Focuson form"理念指导下,有效实施词汇教学的问题。

Discussion on Form Focused Instruction

The pedagogy of language teaching has moved from one extreme-Grammar Translation Method to the other-Communicative Language Teaching.Today Form Focused Instruction(FFI) has emerged,intending to bring language forms instruction back to the communicative language classroom.Despite of the approval of this new approach,there is a hot dispute on its two types of application:Focus on Form or Focus on FormS.This article briefly analyzes FFI in recent research studies with focus on the choice between the two types of application.The tentative conclusion is FFI does show some explicit and reliable effects on accuracy and error elimination in language teaching;however,the investigation into its application is not simply either Focus on Form or Focus on FormS,but focuses on the optimal combination of the two in teaching.

Focus on Form:高中语法教学的新途径

分析了Focus on form的涵义,重点探讨了Focus on form在高中语法教学中的应用,指出Focuson form是在第二语言教学中兼顾形式和意义,促进目标语发展的一种有效手段。提出了目标结构的可理解性输入,引导学生发现性学习,显性教学,必用目标语结构的交际任务,反馈与纠错等具体实施方法。

Focus on Form教学中的教师角色

在交际型教学中如何融入语言形式的教学这一问题已经得到了不少学者和研究者的注意。探讨Focus on Form(FonF)教学中的教师角色,首先介绍FonF的内涵,简要分析教师的语言意识对FonF的影响,并讨论与FonF相关的教学策略,最后指出FonF研究中尚待解决的问题。

Contemporary Development in College Grammar Instruction—The Application of Focus on Form Approach

Based on the theoretical presentations of a contemporary development in grammar instruction named focus on form as well as the analysis of the need for such grammar instructional approach utilized in Chinese college classrooms, this paper attempts to make a tentative proposal to apply focus on form approach to grammar teaching in colleges through recommending practicable instructional reflections.

Summary of Rod Ellis's Two Research Topics——Preemptive Focus on Form and Grammatical Difficulties in Second Language Learning

This paper aims to introduce two research articles of the well-known linguist in the field of second language acquisition, Rod Ellis, namely, Preemptive Focus on Form in the ESL Classroom written in 2001 and Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing written in 2008.

词汇学理论与Focus on Form理论下的英语词汇教学

运用词汇学理论和Focus on Form理论进行英语词汇教学,提高英语词汇学习的质量。

Camouflaged Uptake Following Incidental Focus-on-Form Episodes

The efficacy of focus-on-form(FonF)within the context of communicatively-oriented language activities is measured via uptake.Uptake is defined as learners’verbal responses immediately following either preemptive or reactive FonF instruction(Loewen,2004).The present study investigated what is(not)meant and(not)measured through this definition of uptake.Drawing on the audio-recorded analysis of 20 hours of communicatively–oriented interactions in an intermediate IELTS class with two teachers,this study investigates the frequency of preemptive and reactive incidental FonF,and the subsequent occurrence of uptake in an English as a foreign language context.This study also provided an in-depth qualitative analysis of these classes through field notes,learner notes,and video-recorded data to explore the instances of uptake moves that were not captured through audio-recorded data.The quantitative findings of this study demonstrated a very low and disappointing uptake rate.Furthermore,the study did not find a significant difference between reactive and preemptive FonF in terms of uptake rate.Nonetheless,the qualitative data revealed a myriad of uptake instances not observable via the initial data analysis.Based on these findings,a new definition of uptake is suggested,which includes camouflaged uptake and learners’immediate oral responses to FonF.Since uptake is used to gauge the efficacy of incidental FonF in primarily meaning–oriented classes,it is concluded that audio-recorded data just show the tip of the iceberg as far as the uptake rate is concerned.Thus,second language acquisition researchers are recommended to employ multiple indices to examine the effectiveness of FonF instruction.