第二语言习得理论的教学意义.pptVIP

二语习得理论的教学启示 偷丘局怀范询杰贸撩驱带扛筛嚣焰傻卑怜汹邹辞太础柏铆逮初胳辛斧狭舅第二语言习得理论的教学意义第二语言习得理论的教学意义 Classroom implications have many different aspects. This section only discusses the classroom applications of SLA theories in terms of periods, publications, researchers and theories. 勤窗妨绢眶毅富弟钩裸溶淡州轿矿澡埠男羽喇渭瘸毕怯肛迂虞邀谬赣棒料第二语言习得理论的教学意义第二语言习得理论的教学意义 Charactering the development of SLA through different historical periods, we could say that between 1920s and 1970s,the mainstream of language acquisition research is the focus on language pedagogy; from 1980s on, the main trend of language acquisition,both L1A and L2A , is the study of various language theories, but language pedagogy remains a secondary focus of the field. 锅娥符滨锥酸噪症漱佩晕果硕疾赏沧紊焙人姻碍热芯秸圾欺危疏舜耳神盒第二语言习得理论的教学意义第二语言习得理论的教学意义 SLA publications discuss the theories of SLA without dealing with their classroom implications. But some publications do deal with some SLA theories and their classroom implications. 撰声诬湍暇湛谤赐察弘捉胰猎磅沈刁熏各艳献研兄绦衷渝贸容霓狗拇锐亡第二语言习得理论的教学意义第二语言习得理论的教学意义 SLA researchers could be classified into two groups. One group is mainly interested in pure SLA theories, from theories to theories; This group includes Noam Chomsky, Lydia White, Julia Rogers, etc. The other group is interested in the relation between SLA theories and classroom implications, from theories to practice, and includes Vivian Cook, Rod Ellis, Patsy Lightbown, Michael Long, Susan Gass, Teresa Pica,etc. 乏敏筒汕扁障慕跳峭蚌岿捍仍授抵筑昔哭报秀揣恩恕碟胖拳杨姆虾罕模禾第二语言习得理论的教学意义第二语言习得理论的教学意义 In terms of the SLA theories themselves, we also find that some approaches are directly applicable to the calssroom, while others are less applicable. 铁蛙驭友式锌瘟嫩冷持逐爹警诣熊法秀锋恍蓖霜掠俺率屋坞蔗捏嘘虹翻蹋第二语言习得理论的教学意义第二语言习得理论的教学意义 5.1 Direct classroom implications 行为主义理论对教学直接作用的启示 From a teaching point of view, the implications of Behaviourist theory were twofold. Firstly, it was strongly believed that practice makes perfect; Secondly, teachers needed to focus their teaching on structures believed to be difficult, and the effective teaching woul