The mapping of lexical form to meaning is essential to vocabulary acquisition in a second language. This paper reviews and analyzes the key models which help to reveal the process of adult learners' development of...The mapping of lexical form to meaning is essential to vocabulary acquisition in a second language. This paper reviews and analyzes the key models which help to reveal the process of adult learners' development of conceptual representation for words in a second language. It concludes that both learners' gradual development of L2 proficiency and the lexical and conceptual features of L2 words affect learners' achievement of direct concept mediation for L2 words.展开更多
Teaching College English in a cognitive task-based approach is actually a way to incorporate the grammar teaching within the well-sequenced activities. In this approach, language teachers draw learners＇ attention to ...Teaching College English in a cognitive task-based approach is actually a way to incorporate the grammar teaching within the well-sequenced activities. In this approach, language teachers draw learners＇ attention to the grammatical structures and try to be explicit about the relation between the form and the function either to confirm or to correct learners＇ hypotheses and develop their cognitive form-meaning mapping. The tasks should be designed to allow the structure to happen incidentally rather than give an overt explanation of rules. By the individualized mapping of meaning to the forms in the real meaningful context, the learners＇ initiatives in learning grammar would be greatly triggered.展开更多
文摘The mapping of lexical form to meaning is essential to vocabulary acquisition in a second language. This paper reviews and analyzes the key models which help to reveal the process of adult learners' development of conceptual representation for words in a second language. It concludes that both learners' gradual development of L2 proficiency and the lexical and conceptual features of L2 words affect learners' achievement of direct concept mediation for L2 words.
文摘Teaching College English in a cognitive task-based approach is actually a way to incorporate the grammar teaching within the well-sequenced activities. In this approach, language teachers draw learners＇ attention to the grammatical structures and try to be explicit about the relation between the form and the function either to confirm or to correct learners＇ hypotheses and develop their cognitive form-meaning mapping. The tasks should be designed to allow the structure to happen incidentally rather than give an overt explanation of rules. By the individualized mapping of meaning to the forms in the real meaningful context, the learners＇ initiatives in learning grammar would be greatly triggered.
