国外语法教学研究的最新发展综述.pdf
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国外语法教学研究的最新发展综述t 衡仁权41: 外语教学是否应该包括目标语的语法知识教学,以及在语法教学中又该遵循哪些教学原则多年来一直是语言研究者和外语教师共同关注的课题 b本文综述了近 20年来国外就语法教学在外语学习中的作用而展开的各种相关研究,并着重介绍了当今较为流行的语法教学新方法,以期给我国外语教学提供一些参考 b1oM: 语法教学; 显性语言学习; 隐性语言学习Abstract: The issuerelated to the roleofgrammarteaching in foreign languagelearninghas longbeen of interest tolanguage teachersand researchers. Thepaperattemptsageneralsurveyofthe latestdevelopments abroad ingrammarteaching in thepasttwodecades. Somecurrentpractices in grammar teaching arealso introduced herein in thehopeofproviding somevaluablesuggestions forforeign language teaching and learning inChina.K ey words: grammarteaching; explicit language learning; implicit language learningÏms Ë|: H319 ÓDSM: A ÓcI|: 1004- 5112(2007)06- 0025- 10B aý120W@70 M} ,Û"=ÔýÐE¥ ,ÔÐ Ï.d¥ÔEÐ s ¦Ì¥ Ï j,µ ¦.À·ÔEÐÔÐ dÀµ ¥\ÉT¨,Q7öóÔÐ { BtµëT¨(Hossein& Fotos2004) báS¥ÔÐ9i " Ë»¥Ù5 büÔÐÏ Â .qÔE©M a^¾ÜÔET¹BÊÿ ë¥ [ñ 7!,E aÐ[#ýT »BL¥Ô= VÌÙªtÙ, ÓB^ bµBÄ^A7^n¥: áS,.d¥ÔE [ ïv¹òñªQ¥Ôн bVlÐÏаvÐ,ÔÐ¥×ÄíB è¹$b ¡!Ð3L=P¨Ô¥ ? ï b ,ÕSE'&í V¨d, µOil¥^,®¿ µ"òÕ Ik¥â ï,=Ì Ik -»ªªöFëFÄóÐ3 ÔE©M, VÌ^/± ¾ ö{ë0, ²Tªª^Y ÿö bÍ M ,S¥M1ùî²TAU,ÔEÐ4ÚÔÐ P¨Ô¥ µ" ¥\ÉT¨ bBùî²TÇóÔEÐ{ 3,7 O»×? ¦ÌÔEÐ# M1ùî¥ b'Óe18V +E M S1¿ÔEÐ# ÔРϥT¨¥ùî,» úùó bÔÐ5×ϵ1ÔEÐ¥Bt ´ ªM,i OóáS¥ÔÐ4Bt I b= a¶ ¡ÔEÐZ 7¥2. 1反对语法教学的观点Í+E M ,ÔEÐùî¥×Äö1^)ÔýÐ ÏÔEÐ¥A1 b s^ø¿ ª© ØÐ5×¥M1):ÔýÐ ^BñA¥Ð Vñ(explicit learning)Î^Bñ ¥Ð Vñ( implicitlearning)?ÔýÐ ^BñµiM¥) ØVñ(consciousmanipulationof information),Î^Bñ Ôý{ ÆVñÏíiM¥ ¤Vñ( unconscious#25#Foreign Language W orld No. 62007(GeneralSerialNo. 123)processoflanguage input) (Bialystok1990; Ellis1994)? Ø,B)[KrashenµiM¥ÔýÐ ÐíiM¥Ôý ¤¥ us¹}V b Krashen(1981) A ,ÔýÐ ¾^Bñ?3 1 ÔâÏ¥ ¤Vñ,7^µiM¥Ôý©M¥Ð Vñ bÔE [$ ª¹^º??Zµ1ÔE²¥ç©M(declarativeknowledge),7 ?4Ú P¨Ôý¥Vñ©M(proceduralknowledge) b *tµ1Ôý²ÔE?5¥A©M V ?Ĺ .¿/iMϵ1Ôý سÔý{¥ ©M bYVùîs=ÔÐ ÔMÍ¥ ¤Vñ, Krashen© ¦?C:] Ô¥ÔýÐ Ð ÔMÍH (NÖ Ë»¿Ô ÔÐ ¥Ð ¨½ byN,üÔÐ 7ý, ¦Ìö1 ¹Á3"BÕPÙ:; ÔÐ ÐÔÐ ûNÖ"]"¥Ð ?p, ÂT ÔÐ idYVÔE©M¥.qgä î,*¹ÔÐ 9¾ ÂN(Krashen 1981; Schwartz 1993; Zobl 1995) bTruscott ( 1996,1998)üAÔEÐ¥T¨9;T Ë»²:ÔEÐ¥T¨^ 7 0¥,ñö4ÚÐ ¥/¥Ôý©M0 bTruscott ª¹'LµtùîAUÔEÐ¥ T¨, *9^y¹ùî²TÇÇV©kÔýÐ ¥íÔý©M(meta-linguisticknowledge)7¤,ùî'&iÀµ I³ÔýÐ 1 Ôý=Ϩ "SÔý¥ ? ï bSchwartz (1993)ü·: /ºµ ¤ '¥£ ª ¦Ì ?L! ÕϺÔE¥Á3i b0N, ôRÔE# =Ô ¤Ï¥M1¨ùî9TV Ë» bùî ª¹ ÂTÔÐ Ð VñÏ]"NÖ ôRÔE, *¹ÔÐ ]" V[$ Aî^ ôRÔE]{ ÆÔýMºT¨71 î¥(Cook1991; Schwartz1993) byN, © T¥ÔE©M.qû^ÀµA1¥ b2. 2支持语法教学的观点Ð5Krashen© ¦ü ·ÔýÐ ^Bñ ¥ ¤Vñ, 7 ¥M1ùî?C,A¥ÔEÐ ÔýÐ Ï " Vj¥T¨, ÏK¹l¥ü^ÔEÐ Bçñ ? £ÔýÐ P¨Ô¥ (Hossein& Fotos2004) bn5, 20W@90 M}Schmidt¥/ÿi0 Ø,'/NoticingHypothesis0,óÔEÐ¥A14Bñ ئê bSchmidt(1990, 1993)·,ÔýÐ Ï,µiM¹ ÿiÔýT,'/NOTICING0,^ÔýÐ ¥BñA V¥Hq b𠪹:事实上,要想理解外语学习过程的任何一个方面, /注意0都是必不可少的,其中既包括中介语的长远发展 a中介语在某一特定时期所发生的变化 a外语的流利程度 a影响外语学习的个体差异(动机 a语能和学习策略);又包括语言学习中的互动交际 a意义协同以及形式各异的教学方法对语言学习所产生的积极作用 bÐ5µsÐSchmidt¥/ÿi0 Øûµ] AE( ÂTruscott1998),v Ô ¤ùîû ª]ÔýT¥/ÿi0/iM0 ÔÐ VñÏ¥×1T¨(Bialystok1990; Doughty1991; Ellis2001; Skehan1998) bN,ùî(Skehan1998)Î?C,ÔýÐ ?{ Æ¥ "SÔ]HÉilTFý(Hossein& Fotos 2004) byN,ÔÐ ¤sÔý{ ÆHµA1 /ÿi0 "SÔ¥T;5,ðÌüº ?{ ÆÔý¥ilÉFý,7 ?/ÿi0 t+ç¥ÔýT,y79ü M1ÔýTÉFý ¤ bÔEÐ ÔРϥT¨ QsÔýùîÌ¥<W1ÿ, »=ñðy^:Í Mv¥M1ùîVü,ÔÐ Vñ V[$ Aî^®¸ ]¥?Z¨îFî(Hossein& Fotos2004) b¿£SÔÐ ¹¥ùî, Pienemann(1984)4/ VL!0(TeachabilityHypothesis) b𠪹,Ù ÔýРϵt?。
