中国小学英语教材语法可学性评估

节选

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　　《中国小学英语教材语法可学性评估》：　　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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内容简介

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　　《中国小学英语教材语法可学性评估》运用当今国际第二语言习得研究领域具有重要影响力的理论一一语言可加工性理论（Proces—sabilitvTheory）对中国国内小学英语教材的语法教学内容进行了较为系统地评估与分析，为教材的评估研究领域提供了以第二语言习得规律为基础的创新性方法，同时也对当前小学英语教材语法教学内容存在的局限性进行了较为系统地探讨，*后提出了一系列具有实际教学法意义的改进建议。《中国小学英语教材语法可学性评估》既为我国小学英语教学及教材编写提供了科学理论依据，又将语言可加工性理论的应用进行了延伸，是一本兼具理论入门与实际应用作用的指导性学术专著。

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目录

Chapter 1 Introduction： Research Statement and Chapter Outline1．1 Research statement： Aim， question， and motivations1．2 Chapter outlineChapter 2 Why Do We Need to Consider Learnability of Grammar?2．1 The role of input in language learning2．2 The role of grammar in L2 learning2．3 Do we need to teach grammar?2．3．1 The ‘zero-impact’ position2．3．2 The modest-impact position2．3．3 The potentially-beneficial position2．4 How should we teach grammar?2．5 SummaryChapter 3 Review of Textbook Evaluation Research3．1 Predictive evaluation3．2 Retrospective evaluation3．3 Conversation analysis-based evaluation3．4 SLA-based evaluation3．5 SummaryChapter 4 L2 Acquisitional Sequence and Processability Theory4．1 SLA research on the sequence of L2 acquisition4．1．1 Morpheme order studies4．1．2 The ZISA study on GSL word order4．2 Processability Theory： Theoretical bases and tenets4．2．1 Theoretical bases4．2．2 The tenets of PT4．2．3 Hierarchy of L2 processing procedures4．3 The development of English as a second language4．3．1 Morphological development4．3．2 Syntactic development4．3．3 Empirical support for the hypothesized ESL development4．4 SummaryChapter 5 Textbook Analysis： Methodology and Results5．1 Method of textbook analysis5．2 The textbooks5．2．1 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 analysis5．3．1 Grading of morphological items5．3．2 Grading of syntactic structures5．3．3 Comparison and summary： The main results of the four textbook seriesChapter 6 Discussion： Learnability and Pedagogical Implications6．1 Summary of the key findings6．2 The ordering of grammatical structures and learners’ developmental readiness6．3 Presence of the structures within a same stage： Two pairs of contrasts6．4 Explanation for the ordering of grammatical structures： Theme-based textbook de-sign6．4．1 Theme-based compilation in the four textbook series6．4．2 Explanation for acquisition-based orderings at the initial two stages6．4．3 Explanation for deviant orderings at later stages6．5 Implication of premature instruction on L2 acquisition6．5．1 ‘Avoidance’ or ‘omission’ strategy6．5．2 Rote-learned formulae6．6 Reconsidering instructed SLA and textbook development6．7 Suggestions for grammar instruction in textbooks6．8 SummaryChapter 7 Conclusion and Comment7．1 Summary of findings7．2 Significance and contribution7．3 Limitations and suggestions for future improvementBibliography

封面

书名:中国小学英语教材语法可学性评估

作者:唐晓菲

页数:196

定价:¥69.0

出版社:武汉理工大学出版社

出版日期:2018-01-01

ISBN:9787562956716

PDF电子书大小:135MB 高清扫描完整版