認知心理視域下的英語課堂反饋研究（簡體書）
商品資訊
商品簡介
本書報告的觀察性研究通過采用Lyster和Ranta的反饋觀察量表以及Spada和Frohlich(1995)的交際法觀察量表(COLT)對課堂反饋和交際性進行分析。
作者簡介
楊穎莉，博士，現為對外經濟貿易大學英語學院教師，碩士生導師。畢業于加拿大麥吉爾大學教育學院，獲得第二語言教育專業博士學位．主要從事課堂反饋研究。主要研究方向：應用語言學、第二語言習得、商務英語教學。公開發表論文十余篇，其中SSCl索引論文兩篇、CSSCl索引論文三篇，其他國際期刊論文兩篇。主持教育部留學人員科研啟動基金一項、教育部人文社會科學青年基金項目一項，參編教材兩部。
名人/編輯推薦
目次
1.1 Form-focused Instruction
1.2 Feedback and Second Language Learning
1.3 Definition and Terminology
1.4 Research Questions
1.5 Outline
CHAPTER 2 THEORETICAL FRAMEWORK ON THE ROLE OF FEEDBACK IN SLA
2.1 The Role of Input and Output in SLA
2.1.1 Definition of Types of Evidence
2.1.2 Krashens Input Hypothesis
2.1.3 Swains Output Hypothesis
2.1.4 Psycholinguistic Rationale for the Output Hypothesis
2.2 Attention, Awareness, and the Noticing Hypothesis
2.2.1 Schmidts Noticing Hypothesis
2.2.2 Conditions for "Noticing" and the Role of Instruction
CHAPTER 1 INTRODUCTION
1.1 Form-focused Instruction
1.2 Feedback and Second Language Learning
1.3 Definition and Terminology
1.4 Research Questions
1.5 Outline
CHAPTER 2 THEORETICAL FRAMEWORK ON THE ROLE OF FEEDBACK IN SLA
2.1 The Role of Input and Output in SLA
2.1.1 Definition of Types of Evidence
2.1.2 Krashens Input Hypothesis
2.1.3 Swains Output Hypothesis
2.1.4 Psycholinguistic Rationale for the Output Hypothesis
2.2 Attention, Awareness, and the Noticing Hypothesis
2.2.1 Schmidts Noticing Hypothesis
2.2.2 Conditions for "Noticing" and the Role of Instruction
2.3 Feedback and Its Functions in Second Language Acquisition
2.3.1 Feedback Classification
2.3.2 Types of Evidence that Feedback Provides
2.4 Theoretical Framework on the Relative Efficacy of Feedback
2.4.1 The Interaction Hypothesis
2.4.2 Andersons ACT Theory
2.4.3 Alternative Theories of Language Representation
2.4.4 Skehans Dual-Mode System Hypothesis
……
APPENDICES
書摘/試閱
In order to investigate how EFL learners benefit from feedback inclassroom settings in their acquisition of regular（rule.based features）andirregular（exemplar—based features）past—tense forms in English，the presentstudy implemented a quasi—experimental design，with a view to closing the gapbetween classroom and experimental studies.Furthermore，the results fromprevious empirical studies on the relative efficacy of prompts and recasts inimmersion and ESL settings（Ammar&Spada，2006；Ellis et.al.，2006；Lyster.2004b）may be validated by this study conducted in an EFL context.
Adopting a quasi—experimental design with three levels of between—subjectvariables（i.e.，treatment conditions）and three levels of within.subject variables（i.e，，testing time），this study sets out to compare the efficacy of two feedbacktypes operationalized as“recasts”and‘prompts”on the acquisition of twotypes of target structures：regular（—ed）and irregular past.tense forms in English.
The study is quasi—experimental in the sense that the participants were notrandomly assigned to different treatment conditions；instead，four intact classescomposed of a total of 99 students participated in the study.Care was taken，however，that the four intact classes were randomly assigned to the threeteedback treatment groups：one class in the prompt group，one in the recastgroup and two in the control group.Students’acquisition of regular andirregular past—tense forms were assessed through one written production testand one oral production test before the treatment，and an immediate and adelayed post—test after the treatment.Figure 5.1 below illustrates the design andprocedure of the research.
