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中國小學英語教材語法可學性評估 版權信息
- ISBN：9787562956716
- 條形碼：9787562956716 ; 978-7-5629-5671-6
- 裝幀：一般膠版紙
- 冊數：暫無
- 重量：暫無
- 所屬分類：>>
中國小學英語教材語法可學性評估 內容簡介
《中國小學英語教材語法可學性評估》運用當今國際第二語言習得研究領域具有重要影響力的理論一一語言可加工性理論（Proces—sabilitvTheory）對中國國內小學英語教材的語法教學內容進行了較為系統地評估與分析，為教材的評估研究領域提供了以第二語言習得規律為基礎的創新性方法，同時也對當前小學英語教材語法教學內容存在的局限性進行了較為系統地探討，*后提出了一系列具有實際教學法意義的改進建議。《中國小學英語教材語法可學性評估》既為我國小學英語教學及教材編寫提供了科學理論依據，又將語言可加工性理論的應用進行了延伸，是一本兼具理論入門與實際應用作用的指導性學術專著。
中國小學英語教材語法可學性評估 目錄
Chapter 1 Introduction： Research Statement and Chapter Outline
1．1 Research statement： Aim， question， and motivations
1．2 Chapter outline
Chapter 2 Why Do We Need to Consider Learnability of Grammar?
2．1 The role of input in language learning
2．2 The role of grammar in L2 learning
2．3 Do we need to teach grammar?
2．3．1 The 'zero-impact' position
2．3．2 The modest-impact position
2．3．3 The potentially-beneficial position
2．4 How should we teach grammar?
2．5 Summary
Chapter 3 Review of Textbook Evaluation Research
3．1 Predictive evaluation
3．2 Retrospective evaluation
3．3 Conversation analysis-based evaluation
3．4 SLA-based evaluation
3．5 Summary
Chapter 4 L2 Acquisitional Sequence and Processability Theory
4．1 SLA research on the sequence of L2 acquisition
4．1．1 Morpheme order studies
4．1．2 The ZISA study on GSL word order
4．2 Processability Theory： Theoretical bases and tenets
4．2．1 Theoretical bases
4．2．2 The tenets of PT
4．2．3 Hierarchy of L2 processing procedures
4．3 The development of English as a second language
4．3．1 Morphological development
4．3．2 Syntactic development
4．3．3 Empirical support for the hypothesized ESL development
4．4 Summary
Chapter 5 Textbook Analysis： Methodology and Results
5．1 Method of textbook analysis
5．2 The textbooks
5．2．1 New Standard English （Chen & Ellis， 2012）
5．2．2 People's Education Press English （Wu，2012）
5．2．3 Super Kids （Liu et al． ， 2012）
5．2．4 Join in （Zhang， 2014）
5．3 Results of the textbook analysis
5．3．1 Grading of morphological items
5．3．2 Grading of syntactic structures
5．3．3 Comparison and summary： The main results of the four textbook series
Chapter 6 Discussion： Learnability and Pedagogical Implications
6．1 Summary of the key findings
6．2 The ordering of grammatical structures and learners' developmental readiness
6．3 Presence of the structures within a same stage： Two pairs of contrasts
6．4 Explanation for the ordering of grammatical structures： Theme-based textbook de-sign
6．4．1 Theme-based compilation in the four textbook series
6．4．2 Explanation for acquisition-based orderings at the initial two stages
6．4．3 Explanation for deviant orderings at later stages
6．5 Implication of premature instruction on L2 acquisition
6．5．1 'Avoidance' or 'omission' strategy
6．5．2 Rote-learned formulae
6．6 Reconsidering instructed SLA and textbook development
6．7 Suggestions for grammar instruction in textbooks
6．8 Summary
Chapter 7 Conclusion and Comment
7．1 Summary of findings
7．2 Significance and contribution
7．3 Limitations and suggestions for future improvement
Bibliography
1．1 Research statement： Aim， question， and motivations
1．2 Chapter outline
Chapter 2 Why Do We Need to Consider Learnability of Grammar?
2．1 The role of input in language learning
2．2 The role of grammar in L2 learning
2．3 Do we need to teach grammar?
2．3．1 The 'zero-impact' position
2．3．2 The modest-impact position
2．3．3 The potentially-beneficial position
2．4 How should we teach grammar?
2．5 Summary
Chapter 3 Review of Textbook Evaluation Research
3．1 Predictive evaluation
3．2 Retrospective evaluation
3．3 Conversation analysis-based evaluation
3．4 SLA-based evaluation
3．5 Summary
Chapter 4 L2 Acquisitional Sequence and Processability Theory
4．1 SLA research on the sequence of L2 acquisition
4．1．1 Morpheme order studies
4．1．2 The ZISA study on GSL word order
4．2 Processability Theory： Theoretical bases and tenets
4．2．1 Theoretical bases
4．2．2 The tenets of PT
4．2．3 Hierarchy of L2 processing procedures
4．3 The development of English as a second language
4．3．1 Morphological development
4．3．2 Syntactic development
4．3．3 Empirical support for the hypothesized ESL development
4．4 Summary
Chapter 5 Textbook Analysis： Methodology and Results
5．1 Method of textbook analysis
5．2 The textbooks
5．2．1 New Standard English （Chen & Ellis， 2012）
5．2．2 People's Education Press English （Wu，2012）
5．2．3 Super Kids （Liu et al． ， 2012）
5．2．4 Join in （Zhang， 2014）
5．3 Results of the textbook analysis
5．3．1 Grading of morphological items
5．3．2 Grading of syntactic structures
5．3．3 Comparison and summary： The main results of the four textbook series
Chapter 6 Discussion： Learnability and Pedagogical Implications
6．1 Summary of the key findings
6．2 The ordering of grammatical structures and learners' developmental readiness
6．3 Presence of the structures within a same stage： Two pairs of contrasts
6．4 Explanation for the ordering of grammatical structures： Theme-based textbook de-sign
6．4．1 Theme-based compilation in the four textbook series
6．4．2 Explanation for acquisition-based orderings at the initial two stages
6．4．3 Explanation for deviant orderings at later stages
6．5 Implication of premature instruction on L2 acquisition
6．5．1 'Avoidance' or 'omission' strategy
6．5．2 Rote-learned formulae
6．6 Reconsidering instructed SLA and textbook development
6．7 Suggestions for grammar instruction in textbooks
6．8 Summary
Chapter 7 Conclusion and Comment
7．1 Summary of findings
7．2 Significance and contribution
7．3 Limitations and suggestions for future improvement
Bibliography
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中國小學英語教材語法可學性評估 節選
《中國小學英語教材語法可學性評估》： The first issue is to differentiate formulaic structures from non—formulaic structures.The criterion used to make the distinction is to check whether the grammatical structure appears in different texts with or without variation.If the structure is provided without variation， it is considered to be an invariant form. Take Howare you？ as an example. This structure is listed as a teaching objective in Unit 3 of PEP English， Book 1 （see Table 5.2）.Since this structure appears in the texts and exercises without any variation， it is marked as a formulaic structure. ……
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