二语习得资源网站_概和参考文献.docVIP

（一）Natural Instructed L2 Learning 自然环境/有指导的二语学习 Focus on Form: “overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication” (Long, 1991, p. 45-46) Focus on Meaning: Exposure to L2 targets or experience with L2 tasks, but no attempts to effect shifts of learner attention. Implicit Learning is input processing without such an intention, taking place unconsciously (Reber et al., 1999). Explicit Learning is “input information with the conscious intention to find out whether the input information contains regularities and, if so, to work out the concepts and rules with which these regularities can be captured” (Hulstijn, 2005). The Interface Hypothesis: Instruction facilitates acquisition by (1) supplying the learner with conscious rules, and (2) providing practice to enable them to convert this conscious, ‘controlled’ knowledge into ‘automatic’ knowledge. 重要参考文献 Dekeyser, R. (2003). Implicit and explicit learning. In C. Doughty and M. Long (Eds.), 　　　Handbook of Second Language Acquisition. Oxford: Blackwell. Ellis, N. (1994). Implicit and explicit learning of languages. SanDiego, CA: Academic Press. Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in second language acquisition, 27, 305-352. Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The Differential contributions of implicit and explicit knowledge. Applied Linguistics, 27 (3), 431-463. Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsherg, C. Kramsch (Eds.), Foreign Language Research in Cross-cultural Perspective (pp. 39-52). Amsterdam: John Benjamins. Manfred Pienemann, University of Newcastle, 　　http://www.ncl.ac.uk/ecls/staff/profile/manfred.pienemann Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 11,