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认知心理视域下的英语课堂反馈研究 版权信息
- ISBN：9787566307293
- 条形码：9787566307293 ; 978-7-5663-0729-3
- 装帧：暂无
- 册数：暂无
- 重量：暂无
- 所属分类：>>
认知心理视域下的英语课堂反馈研究 本书特色
《认知心理视域下的英语课堂反馈研究》报告的观察性研究通过采用Lyster和Ranta的反馈观察量表以及Spada和Frohlich(1995)的交际法观察量表(COLT)对课堂反馈和交际性进行分析。
认知心理视域下的英语课堂反馈研究 内容简介
本书报告的观察性研究通过采用lyster和ranta的反馈观察量表以及spada和frohlich(1995)的交际法观察量表(colt)对课堂反馈和交际性进行分析。
认知心理视域下的英语课堂反馈研究 目录
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
展开全部
认知心理视域下的英语课堂反馈研究 节选
《认知心理视域下的英语课堂反馈研究》报告的观察性研究通过采用Lyster和Ranta的反馈观察量表以及Spada和Frohlich(1995)的交际法观察量表(COLT)对课堂反馈和交际性进行分析。
认知心理视域下的英语课堂反馈研究 作者简介
杨颖莉，博士，现为对外经济贸易大学英语学院教师，硕士生导师。毕业于加拿大麦吉尔大学教育学院，获得第二语言教育专业博士学位．主要从事课堂反馈研究。主要研究方向：应用语言学、第二语言习得、商务英语教学。公开发表论文十余篇，其中SSCl索引论文两篇、CSSCl索引论文三篇，其他国际期刊论文两篇。主持教育部留学人员科研启动基金一项、教育部人文社会科学青年基金项目一项，参编教材两部。
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