重形式教学的演变——从朗的原始概念到当代诠释  

The Evolution of Focus on Form—From Long’s Original Conception to Contemporary Interpretations

作　　者：胡敏思 

机构地区：[1]里斯本大学文学院,葡萄牙 里斯本

出　　处：《现代语言学》2025年第1期308-315,共8页Modern Linguistics

摘　　要：本研究系统梳理了第二语言习得(SLA)领域中重形式教学(Focus on Form, FonF)的理论演进历程。从朗(Michael Long)提出的初始理论框架出发,本文详细考察了重形式教学理念从20世纪80年代末至今的发展轨迹。通过深入分析以朗和埃利斯(Rod Ellis)为代表的学者的理论观点,本文揭示了重形式教学如何从任务型语言教学中的一种具体教学策略,逐步发展成为涵盖多元教学程序的系统方法。研究重点凸显了重形式教学理论的三个关键性突破:从全形式教学和重意义教学的对立走向有机统一、从单一教学方法发展为系统化的教学程序集合,以及从局限于任务型教学扩展到更广泛的教学情境。此外,本文深入探讨了该理论在实践应用中存在的局限性,并指出了未来研究的可能方向,包括实验设计的完善、概念界定的统一以及针对特定语言形式的教学效果评估等。This study systematically traces the theoretical evolution of Focus on Form (FonF) in the field of second language acquisition. Beginning with Long’s (Michael Long) initial theoretical framework, this paper examines the developmental trajectory of FonF from the late 1980s to the present. Through an in-depth analysis of theoretical perspectives from scholars represented by Long and Ellis (Rod Ellis), this study reveals how FonF has evolved from a specific teaching strategy within Task-Based Language Teaching into a systematic approach encompassing diverse pedagogical procedures. The research highlights three key theoretical breakthroughs in FonF: the shift from the dichotomy between pure form-focused and meaning-focused instruction towards their organic integration, the development from a single teaching method to a systematic set of pedagogical procedures, and the expansion from the confines of task-based teaching to broader instructional contexts. Additionally, this paper explores the limitations in practical applications of FonF and suggests future rese

关 键 词：形式聚焦教学 重形式教学 任务型语言教学 教育语言学 

分 类 号：H31[语言文字—英语]