“讲授型外语学习”语境下的“计划性词汇教学”(PLI)模式构架  

The Framework of "Planned Lexical Instruction" (PLI) For Instructed EFL Learners

作　　者：黄若妤[1] 

机构地区：[1]广州仲恺农学院外语系 广东广州510225

出　　处：《外语与外语教学》2008年第4期30-33,56,共5页Foreign Languages and Their Teaching

基　　金：教育部大学英语教学改革第二批扩展项目(教高司函[2005]192);广东省高等学校英语教改与实践培育项目研究成果之一(项目编号:粤教高[2006]168)

摘　　要：本文从宏观认知环境、认知过程和成效三个层面分析“讲授型外语学习”语境下词汇教学的主要特征及存在问题，并拓展Laufer的“PLI（计划性词汇教学）假说”，提出与“讲授型外语学习”环境相适应的全方位“PLI”模式架构。该模式将计划性元素贯穿于词汇大纲生成、词汇认知环境建构和认知过程三个层面，并对“兼顾意义和形式”（FonF）和“纯形式”（FonFs）两种形式聚焦法FFI加以整合，使附带性词汇习得与计划性词汇教学之优势融于一体，是现代词汇教学核心化理念的具体体现。This paper studies the major characteristics of EFL lexical instruction and its problems in terms of learning environment,cognitive process and efficiency. Based on Laufer＇ s Planned Lexical Instruction Hypothesis,I propose an all-round operational framework of EFL Planned Lexical Instruction, which can implement the planning elements into the lexical syllabus and cognitive environment construction and cognitive process,and incorporate two approaches of ＂Focus on Form＂ and ＂Focus on Forms＂ to take the advantages of incidental and planned lexical instruction and further realize the core curriculum of EFL lexical instruction.

关 键 词：讲授型外语学习 计划性词汇教学(PLI) 形式聚焦教学 核心化 

分 类 号：H319[语言文字—英语]