Dictogloss The Role of Reconstruction Tasks on Noticing综合改造任务对注意的作用.pptVIP

下载本文档

0
0
约1.3万字
约 33页
2017-02-10 发布于上海
举报
版权申诉

Dictogloss The Role of Reconstruction Tasks on Noticing综合改造任务对注意的作用.ppt

1、本文档共33页，可阅读全部内容。
2、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。
3、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
5、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
6、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
7、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
8、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

Dictogloss: The Role of Reconstruction Tasks on Noticing Nesrin Oru? ?zmir University of Economics, Turkey nesrin.oruc@ieu.edu.tr Outline Noticing and Acquisition Attention Drawing Techniques Visually Enhanced Input Processing Instruction Pushed Output Reformulation Reconstruction Dictogloss The Study Why did I do this? “No noticing, no acquisition” (Ellis, 1995) Doughty (2003: 288) two recent lines of research: processing instruction studies and focus on form studies the fundamental question of how L2 learner attention can most efficiently be directed to cues in the input Investigate the possible effects of processing instruction, visually enhanced input and pushed output in grammar instruction by Turkish learners. Experimental Pre-post-delayed post test 4 groups Pushed Output Pushed Output No matter what type of instruction is used, the model of language acquisition that informs mainstream SLA identifies three main processes: intake, acquisition and language production (Ellis, 2001). Traditionally, language instruction has been aimed at the last of these processes since for many second language learners and teachers, being able to produce the language (i.e., output) is generally considered to constitute an important part of L2 learning. However, precisely how beneficial it is to produce language is often not so clear: how, and in what degree does producing the L2 help learners? Reformulation Reconstruction Reformulation: Rather than simply correcting a student’s composition, which usually involves attention to surface features of the text only, the teacher reformulates it, using the content the student has provided, but recasting it so that the rewritten draft approximates as closely as possible to a putative target language model (Thornbury, 1997). Reformulation Reconstruction Reconstruction: Unlike reformulation, the starting point of reconstruction activities is the teacher’s text, which the learner first reads and then reconstructs (Thornbury, 199