《EFL學習中的語言石化研究》內容簡介：從20世紀70年代至今，第二語言習得研究蓬勃發展，取得了許多重要的研究成果，已經成為一門獨立的學科。其中，經典的詞素研究和加拿大浸入式教學研究，不僅確立了第二語言習得研究作為一門獨立學科的地位，而且對第二語言學習產生了巨大的影響。人們開始更客觀、更具體地研究第二語言習得，不僅研究第二語言教學方法，而且研究教學環境、教學內容和學習者的學習動機、認知風格、學習策略等，大大推動了第二語言習得研究。
基本介紹
- 書名：EFL學習中的語言石化研究
- 出版社：語文出版社
- 頁數：248頁
- 開本：32
- 定價：25.00
- 作者：暴麗穎
- 出版日期：2008年8月1日
- 語種：英語
- ISBN：9787802410565
- 品牌：語文出版社
內容簡介,圖書目錄,序言,
內容簡介
《EFL學習中的語言石化研究》是由語文出版社出版的。
圖書目錄
Chapter 1 Introduction
1.1 Overview
1.2 Background of Fossilization Research
1.3 Significance of the Research
1.4 Organization of the Book
Chapter 2 A Theoretical Study on Fossilization
2.1 Introduction
2.2 The Recent Developments of Fossilization Research
2.2.1 Defining Fossilization
2.2.2 Behavioral Reflexes of Fossilization
2.2.3 Causal Variables of Fossilization
2.2.4 Difficulties in Research on Fossilization
2.2.5 Problems in Fossilization Studies
2.3 Fossilization or Stabilization as the Object of Emvirical Studies of Fossilization
2.4 Fossilization from Emergentist and Connectionist Perspectives
2.4.1 Emergentist Approaches to Language and SLA
2.4.2 Connectionism
2.4.3 Rational Contingency Learning
2.4.3.1 The Design of an Optimal Processor
2.4.3.2 The Rational Analysis of Learning and Memory
2.4.3.3 Contingency: AP
2.4.3.4 Irrationalities as the Results of the Effects of Attention
2.5 Attention and Noticing Hypothesis
2.6 Focus on Form
2.7 Conceptual Framework of the Present Study and Research Questions
Chapter 3 Research on the Existence of Fossilization and Stabilization
A Questionnaire Study
3.1 Introduction
3.2 L2 learners' Serf-Report about Fossilization and Stabilization
3.2.1 Participants
3.2.2 Methods and Materials
3.2.3 Procedures
3.2.4 Results and Discussions
3.2.4.1 Handling Irrelevant Data
3.2.4.2 Motivation Types
3.2.4.3 Subject-Predicate Agreement
3.2.4.4 Inflection of Plurals
3.2.4.5 Inflection of Past Tense Predicate
3.2.4.6 Distinguishing "He" and "She"
3.2.4.7 Articles
3.2.4.8 General Impression on IL Development
3.2.4.9 Multiple Choice Items
3.2.4.10 Open-Ended Questions
3.2.4.11 Summary
3.3 Foreign Language Teachers' Observation of Fossilization and Stabilization
3.3.1 Participants
3.3.2 Methods and Materials
3.3.3 Procedures
3.3.4 A Pilot Study
3.3.5 Results and Discussions
3.3.5.1 General Evaluation of Development and Cessation
3.3.5.2 Specific Features
3.3.5.3 The Participants' Feedback on Their Students' Mistakes
3.3.5.4 Multiple Choice Items
3.3.5.5 The Open-Ended Items
3.3.5.6 Summary
Chapter 4 Research on the Existence of Fossilization and Stabilization:
A Pseudo-longitudinal Study
4.1 Introduction
4.2 Participants
4.3 Methods and Materials
4.4 Procedures and Coding
4.5 A Pilot Study
4.6 Results and Discussions
4.6.1 The Grammaticality Judgment Task
4.6.2 The Dictogloss Task
4.6.3 The Elicited Imitation Task
4.6.4 Summary
Chapter 5 The Effects of Different Types of Feedback on Stabilized Features
5. 1 Introduction
5.2 Participants
5.3 Methods and Materials
5.4 Procedures and Coding
5.5 Results and Discussions
5.5.1 The Pretest
5.5.2 The Instructional Intervention Process
5.5.2. 1 Past Tense Marking
5.5.2. 2 Third Person Singular Marking
5.5.2.3 Articles
5.5.3 The Immediate Posttest
5.5. g The Delayed Posttest
5.5.5 Summary
Chapter 6 The Effects of Input Enhancement on Stabilized Features
6.1 Introduction
6.2 Participants
6.3 Methods and Materials
6.4 Procedures and Coding
6.5 Results and Discussions
6.5.1 The Pretest
6.5.2 The Immediate Posttest
6.5.3 The Delayed Posttest
6.5.4 Summary
Chanter 7 The Effects of Enhanced Output on Stabilized Features
7.1 Introduction
7.2 Participants
7.3 Methods and Materials
7.4 Procedures and Coding
7.5 Results and Discussions
7.5.The First Pretest
7.5.The Second Pretest
7.5.The Immediate Posttest
7.5.The Delayed Posttest
7.5.Summary
Chapter 8 Conclusion
8.1 Introduction
8.2 Results Summary
8.3 Contributions of the Research
8.3.1 Theoretical Significance
8.3.2 Pedagogical Implications
8.3.3 Methodological Significance
8.4 Limitations of the Research
8.5 Recommendations for Further Research
8.6 Conclusion
Bibliography
Appendix Ⅰ Questionnaire for Students
Appendix Ⅱ Questionnaire for Teachers
Appendix Ⅲ Material for the Pseudo-Longitudinal Sludy
1.1 Overview
1.2 Background of Fossilization Research
1.3 Significance of the Research
1.4 Organization of the Book
Chapter 2 A Theoretical Study on Fossilization
2.1 Introduction
2.2 The Recent Developments of Fossilization Research
2.2.1 Defining Fossilization
2.2.2 Behavioral Reflexes of Fossilization
2.2.3 Causal Variables of Fossilization
2.2.4 Difficulties in Research on Fossilization
2.2.5 Problems in Fossilization Studies
2.3 Fossilization or Stabilization as the Object of Emvirical Studies of Fossilization
2.4 Fossilization from Emergentist and Connectionist Perspectives
2.4.1 Emergentist Approaches to Language and SLA
2.4.2 Connectionism
2.4.3 Rational Contingency Learning
2.4.3.1 The Design of an Optimal Processor
2.4.3.2 The Rational Analysis of Learning and Memory
2.4.3.3 Contingency: AP
2.4.3.4 Irrationalities as the Results of the Effects of Attention
2.5 Attention and Noticing Hypothesis
2.6 Focus on Form
2.7 Conceptual Framework of the Present Study and Research Questions
Chapter 3 Research on the Existence of Fossilization and Stabilization
A Questionnaire Study
3.1 Introduction
3.2 L2 learners' Serf-Report about Fossilization and Stabilization
3.2.1 Participants
3.2.2 Methods and Materials
3.2.3 Procedures
3.2.4 Results and Discussions
3.2.4.1 Handling Irrelevant Data
3.2.4.2 Motivation Types
3.2.4.3 Subject-Predicate Agreement
3.2.4.4 Inflection of Plurals
3.2.4.5 Inflection of Past Tense Predicate
3.2.4.6 Distinguishing "He" and "She"
3.2.4.7 Articles
3.2.4.8 General Impression on IL Development
3.2.4.9 Multiple Choice Items
3.2.4.10 Open-Ended Questions
3.2.4.11 Summary
3.3 Foreign Language Teachers' Observation of Fossilization and Stabilization
3.3.1 Participants
3.3.2 Methods and Materials
3.3.3 Procedures
3.3.4 A Pilot Study
3.3.5 Results and Discussions
3.3.5.1 General Evaluation of Development and Cessation
3.3.5.2 Specific Features
3.3.5.3 The Participants' Feedback on Their Students' Mistakes
3.3.5.4 Multiple Choice Items
3.3.5.5 The Open-Ended Items
3.3.5.6 Summary
Chapter 4 Research on the Existence of Fossilization and Stabilization:
A Pseudo-longitudinal Study
4.1 Introduction
4.2 Participants
4.3 Methods and Materials
4.4 Procedures and Coding
4.5 A Pilot Study
4.6 Results and Discussions
4.6.1 The Grammaticality Judgment Task
4.6.2 The Dictogloss Task
4.6.3 The Elicited Imitation Task
4.6.4 Summary
Chapter 5 The Effects of Different Types of Feedback on Stabilized Features
5. 1 Introduction
5.2 Participants
5.3 Methods and Materials
5.4 Procedures and Coding
5.5 Results and Discussions
5.5.1 The Pretest
5.5.2 The Instructional Intervention Process
5.5.2. 1 Past Tense Marking
5.5.2. 2 Third Person Singular Marking
5.5.2.3 Articles
5.5.3 The Immediate Posttest
5.5. g The Delayed Posttest
5.5.5 Summary
Chapter 6 The Effects of Input Enhancement on Stabilized Features
6.1 Introduction
6.2 Participants
6.3 Methods and Materials
6.4 Procedures and Coding
6.5 Results and Discussions
6.5.1 The Pretest
6.5.2 The Immediate Posttest
6.5.3 The Delayed Posttest
6.5.4 Summary
Chanter 7 The Effects of Enhanced Output on Stabilized Features
7.1 Introduction
7.2 Participants
7.3 Methods and Materials
7.4 Procedures and Coding
7.5 Results and Discussions
7.5.The First Pretest
7.5.The Second Pretest
7.5.The Immediate Posttest
7.5.The Delayed Posttest
7.5.Summary
Chapter 8 Conclusion
8.1 Introduction
8.2 Results Summary
8.3 Contributions of the Research
8.3.1 Theoretical Significance
8.3.2 Pedagogical Implications
8.3.3 Methodological Significance
8.4 Limitations of the Research
8.5 Recommendations for Further Research
8.6 Conclusion
Bibliography
Appendix Ⅰ Questionnaire for Students
Appendix Ⅱ Questionnaire for Teachers
Appendix Ⅲ Material for the Pseudo-Longitudinal Sludy
序言
第二語言教學經歷了一百多年的變遷，期間，第二語言教學的發展幾乎被等同於第二語言教學法的發展。不同的語言認識論、語言習得理論和教學理念，促使第二語言教學法不斷湧現、頻繁更新。
從20世紀70年代至今，第二語言習得研究蓬勃發展，取得了許多重要的研究成果，已經成為一門獨立的學科。其中，經典的詞素研究和加拿大浸入式教學研究，不僅確立了第二語言習得研究作為一門獨立學科的地位，而且對第二語言學習產生了巨大的影響。人們開始更客觀、更具體地研究第二語言習得，不僅研究第二語言教學方法，而且研究教學環境、教學內容和學習者的學習動機、認知風格、學習策略等，大大推動了第二語言習得研究。
語言石化研究就是在這一大環境下產生和發展的。在第二語言習得研究領域，語言石化一般指在有持續的語言輸入、足夠的學習動機和充分的練習機會的情況下，發生的語言發展停滯現象。語言石化現象，一直是第二語言習得研究的研究熱點。人們從普通語言學、社會語言學、心理語言學神經生理學的角度，探討石化現象的產生原因和防治策略，取得了許多可喜的成果。
從20世紀70年代至今，第二語言習得研究蓬勃發展，取得了許多重要的研究成果，已經成為一門獨立的學科。其中，經典的詞素研究和加拿大浸入式教學研究，不僅確立了第二語言習得研究作為一門獨立學科的地位，而且對第二語言學習產生了巨大的影響。人們開始更客觀、更具體地研究第二語言習得，不僅研究第二語言教學方法，而且研究教學環境、教學內容和學習者的學習動機、認知風格、學習策略等，大大推動了第二語言習得研究。
語言石化研究就是在這一大環境下產生和發展的。在第二語言習得研究領域，語言石化一般指在有持續的語言輸入、足夠的學習動機和充分的練習機會的情況下，發生的語言發展停滯現象。語言石化現象，一直是第二語言習得研究的研究熱點。人們從普通語言學、社會語言學、心理語言學神經生理學的角度，探討石化現象的產生原因和防治策略，取得了許多可喜的成果。
