二语习得视域下的大学《高级英语》教学与思考  

Teaching and Thinking of Advanced English at Universities from the Perspective of Second Language Acquisition

作　　者：罗文萍[1] LUO Wenping;

机构地区：[1]肇庆学院外国语学院,广东肇庆526020

出　　处：《高教学刊》2018年第13期61-64,67,共5页Journal of Higher Education

基　　金：广东省哲学社会科学"十二五"规划2013年度学科共建项目"教学语境下二语语用能力发展策略研究"(编号:GD13XWW16);广东省教育科研"十二五"规划2013年度研究项目"提升高校英语专业学生语用能力的策略研究--以‘ACT认知模型’为视角"(编号:2013JK181)

摘　　要：在当今以认知学派和社会学派为主导的二语习得研究大潮中,大学《高级英语》教学吸收各种理论与概念,试图探索符合不同形式的二语习得规律的最佳二语教学。在二语习得视域下,高级英语实践教学中采纳了听力/阅读复式语篇输入-信息处理-语言输出-构建语篇意义模式建构,探讨了支架式教学中的支架搭建与渐隐,并梳理了学习者的显性/隐性学习与教师的显性/隐性教学的关系。教学引发了对二语习得理论的进一步思考,指出了中国二语学习者普遍存在的"一个现象",即二语黏连一语现象,和解决的问题"两个系统假设",即二语与一语独立系统设想。In the field of Second Language Acquisition （SLA）, cognitive school and socio-cultural school are the two dominant ones. Advanced English teaching attempts to absorb useful and efficient ethos and concepts from both of them and explore a way out for Chinese SLA learners. From the perspective of SLA, the author adopts a dual input of texts, discusses the scaffolding＇s building and fading, sorts out the relations between learners＇ explicit/implicit learning and teachers＇ explicit/implicit learning. In the end, the writer points out ＂One phenomenon”,i.e., L2 adheres to L1 phenomenon which happens to most of the Chinese L2 learners, and pro-poses a ＂Two systems hypothesis＂, i.e., that two independent systems should be built between L2 and L1 at the initial stage of L2 learning in order to prevent the happening of ＂One phenomenon＂.

关 键 词：复式语篇输入 支架搭建与渐隐 显性/隐性学习与教学 “一个现象” “两个系统假设” 

分 类 号：G642[文化科学—高等教育学]