认知二语习得理论本土化研究 中国英语教学认知策略2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

认知二语习得理论本土化研究 中国英语教学认知策略PDF格式电子书版下载

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Chapter 1 Cognitive theories relevant to second language acquisition1

1.1 A general review of memory2

1.1.1 Definition of memory:What is memory?2

1.1.2 Types of memory2

1.1.3 The mechanisms of memory:Register,retention and retrieval(3R)12

1.1.4 Functions of Memory:What affects what we remember?14

1.2 Mental lexicon34

1.2.1 Dimensions of word knowledge:what is stored in the mental lexicon35

1.2.2 Organization of the mental lexicon38

1.2.3 Models of lexieal access41

1.2.4 The representation of a bilingual's mental lexicon43

1.3 Power-law learning48

1.4 Characteristics of language skill learning51

Conclusion53

Chapter 2 Second language acquisition:key concepts and theories55

2.1 Pre-cognitive SLA period:key figures and their contributions56

2.1.1 Pit Corder and error analysis56

2.1.2 Larry Selinker and Interlanguage fossilization62

2.1.3 Stephen Krashen and his famous five hypotheses68

2.1.4 Swain's Comprehensible Output hypothesis77

2.1.5 Language transfer and mother tongue interference78

2.1.6 Individual Differences or learner characteristics81

2.2 Post-cognitive SLA period:representatives and their areas of research89

2.2.1 Explicit knowledge versus implicit knowledge90

2.2.2 Richard Schmidt's Attention hypothesis94

2.2.3 Maclaughlin's information processing model96

2.2.4 Anderson's Adaptive Control of Thought(ACT)model99

2.2.5 Fodor and Modularity101

2.2.6 Connectionist model of SLA103

2.2.7 Mac Whinney's Competition Model105

2.2.8 Pienemann and Processability theory109

2.2.9 Nick Ellis and the Chunking Strategy in SLA111

2.2.10 Bialystok's Analysis-Control model and distinction between analyzed and unanalyzed knowledge114

2.2.11 VanPattern's Input and output hypothesis117

Conclusion121

Chapter 3 From Language Acquisition to Foreign Language Learning122

3.1 From Language Acquisition to Foreign Language Learning122

3.2 Left-hemisphere lateralization and Plasticity125

3.3 Chomsky and his Universal Grammar126

3.4 Language Learning:Types of comparisons and contrast134

3.4.1 Child first language acquisition vs adult foreign language learning136

3.4.2 Child second language acquisition vs adult second language acquisition151

3.4.3 Secondlanguage acquisition vs foreign language learning153

3.5 A pedagogical implication:Age of Acquisition156

3.5.1 Language and Cognition:the effects of multilingualism156

3.5.2 The Mediated Role of Language in the Development of Human Higher Mental Functions160

3.5.3 Different approaches to learners of different ages163

3.5.4 Implication:language planning in China164

Conclusion181

Chapter 4 Implications of cognitive theories for SLA:metacognitive strategies for FLL183

4.1 Change of orientation on learner strategy research183

4.2 Need of strategy instruction and learner autonomy187

4.3 Ways to raise learners' consciousness of learner strategies188

4.4 Metaognitive strategies in teaching grammar190

4.4.1 Grammatical knowledge versus grammatical competence190

4.4.2 Linguistic grammar versus pedagogic grammar192

4.4.3 Grammar core and grammar peripherals193

4.4.4 Comprehension ability and production ability197

4.4.5 A tentative approach to grammar teaching200

4.5 Metacognitive strategies in teaching vocabulary202

4.5.1 Types of vocabulary202

4.5.2 Metacognitive strategies in converting receptive vocabulary into productive vocabulary205

Conclusion214

Chapter 5 The Optimal Input and Optimal Output hypothesis216

5.1 Psychological basis217

5.1.1 Relation between language and thought218

5.2 The optimal input hypothesis223

5.2.1 The role of input223

5.2.2 Characteristics of optimal input236

5.3 The Optimal Output hypothesis261

5.3.1 The role of output265

5.3.2 Types of output269

5.3.3 A Pedagogical Implication:Learning from output278

Conclusion282

Chapter 6 Foreign Language Teaching methodologies284

6.1 The Grammar-Translation method284

6.2 The Direct method287

6.3 The Oral approach or the Situational language teaching289

6.4 The Audiolingual Method291

6.5 Communicative Language Teaching293

6.6 Total Physical Response(TPR)298

6.7 The Silent Way300

6.8 Community Language Learning301

6.9 The Natural Approach302

6.10 Suggestopedia303

6.11 Teaching English through movies—a Holistic Approach303

Conclusion308

Chapter 7 Foreign Language Testing309

7.1 Types of tests and their functions309

7.2 Backwash Effect（反拨效应）312

7.3 Criteria of tests（测试的衡量标准）315

7.4 Interpreting test scores318

7.4.1 Measures of Central Tendency（趋中量数）319

7.4.2 Measures of Dispersion（分散量数）320

7.5 Item Analysis（单项分析）321

7.6 A Sample of erroneous Multiple Choice Questions324

7.7 A summary of the principles we should observe in designing good MCQ items330

Bibliography334