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許淵沖譯唐詩三百首:漢文·英語
認知心理視域下的英語課堂反饋研究 版權信息
- ISBN：9787566307293
- 條形碼：9787566307293 ; 978-7-5663-0729-3
- 裝幀：暫無
- 冊數：暫無
- 重量：暫無
- 所屬分類：>>
認知心理視域下的英語課堂反饋研究 本書特色
《認知心理視域下的英語課堂反饋研究》報告的觀察性研究通過采用Lyster和Ranta的反饋觀察量表以及Spada和Frohlich(1995)的交際法觀察量表(COLT)對課堂反饋和交際性進行分析。
認知心理視域下的英語課堂反饋研究 內容簡介
本書報告的觀察性研究通過采用lyster和ranta的反饋觀察量表以及spada和frohlich(1995)的交際法觀察量表(colt)對課堂反饋和交際性進行分析。
認知心理視域下的英語課堂反饋研究 目錄
chapter 1 introduction
1.1 form-focused instruction
1.2 feedback and second language learning
1.3 definition and terminology
1.4 research questions
1.5 outline
chapter 2 theoretical framework on the role of feedback in sla
2.1 the role of input and output in sla
2.1.1 definition of types of evidence
2.1.2 krashen's input hypothesis
2.1.3 swain's output hypothesis
2.1.4 psycholinguistic rationale for the output hypothesis
2.2 attention, awareness, and the noticing hypothesis
2.2.1 schmidt's noticing hypothesis
2.2.2 conditions for "noticing" and the role of instruction chapter 1 introduction 1.1 form-focused instruction 1.2 feedback and second language learning 1.3 definition and terminology 1.4 research questions 1.5 outline chapter 2 theoretical framework on the role of feedback in sla 2.1 the role of input and output in sla 2.1.1 definition of types of evidence 2.1.2 krashen's input hypothesis 2.1.3 swain's output hypothesis 2.1.4 psycholinguistic rationale for the output hypothesis 2.2 attention, awareness, and the noticing hypothesis 2.2.1 schmidt's noticing hypothesis 2.2.2 conditions for "noticing" and the role of instruction 2.3 feedback and its functions in second language acquisition 2.3.1 feedback classification 2.3.2 types of evidence that feedback provides 2.4 theoretical framework on the relative efficacy of feedback 2.4.1 the interaction hypothesis 2.4.2 anderson's act theory 2.4.3 alternative theories of language representation 2.4.4 skehan's dual-mode system hypothesis …… appendices
1.1 form-focused instruction
1.2 feedback and second language learning
1.3 definition and terminology
1.4 research questions
1.5 outline
chapter 2 theoretical framework on the role of feedback in sla
2.1 the role of input and output in sla
2.1.1 definition of types of evidence
2.1.2 krashen's input hypothesis
2.1.3 swain's output hypothesis
2.1.4 psycholinguistic rationale for the output hypothesis
2.2 attention, awareness, and the noticing hypothesis
2.2.1 schmidt's noticing hypothesis
2.2.2 conditions for "noticing" and the role of instruction chapter 1 introduction 1.1 form-focused instruction 1.2 feedback and second language learning 1.3 definition and terminology 1.4 research questions 1.5 outline chapter 2 theoretical framework on the role of feedback in sla 2.1 the role of input and output in sla 2.1.1 definition of types of evidence 2.1.2 krashen's input hypothesis 2.1.3 swain's output hypothesis 2.1.4 psycholinguistic rationale for the output hypothesis 2.2 attention, awareness, and the noticing hypothesis 2.2.1 schmidt's noticing hypothesis 2.2.2 conditions for "noticing" and the role of instruction 2.3 feedback and its functions in second language acquisition 2.3.1 feedback classification 2.3.2 types of evidence that feedback provides 2.4 theoretical framework on the relative efficacy of feedback 2.4.1 the interaction hypothesis 2.4.2 anderson's act theory 2.4.3 alternative theories of language representation 2.4.4 skehan's dual-mode system hypothesis …… appendices
展開全部
認知心理視域下的英語課堂反饋研究 節選
《認知心理視域下的英語課堂反饋研究》報告的觀察性研究通過采用Lyster和Ranta的反饋觀察量表以及Spada和Frohlich(1995)的交際法觀察量表(COLT)對課堂反饋和交際性進行分析。
認知心理視域下的英語課堂反饋研究 作者簡介
楊穎莉，博士，現為對外經濟貿易大學英語學院教師，碩士生導師。畢業于加拿大麥吉爾大學教育學院，獲得第二語言教育專業博士學位．主要從事課堂反饋研究。主要研究方向：應用語言學、第二語言習得、商務英語教學。公開發表論文十余篇，其中SSCl索引論文兩篇、CSSCl索引論文三篇，其他國際期刊論文兩篇。主持教育部留學人員科研啟動基金一項、教育部人文社會科學青年基金項目一項，參編教材兩部。
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