Pragmatic development in the FL classroom:an experimental study on requesting
副标题：无
作 者：李清平著
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ISBN：9787513512367
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简介
b本书研究是一项准试验研究，重点考察了青少年初学者如何在外语环境中通过教学导引(instruction)发展请求言语行为，同时还考察了不同的导引手段的有效性以及这些效果是否能持续。本研究显示，语用教学不一定依赖于元语用知识，只要提供适当的输入输出活动，学习者就可以增强语用意识，并发展语用能力，而且这种输入输出活动可以在初学者中进行，而不必要等到学习者充分发展了语法能力后再进行。
目录
List of tables
List of figures
List of appendices
Abbreviations used throughout the study
Introduction
Chapter 1 An integrated SLA model and the noticing hypothesis
Chapter 2 Consciousness-raising, input enhancement and SLA
2.1 The effects of visual enhancement
2.2 The effects of form-focused instruction
2.3 FonF instruction
Chapter 3 The effects of instruction on ILP development
Chapter 4 DCT as a measure of pragmatic ability
Chapter 5 The speech act of requesting
Chapter 6 Motivation for the present study
Chapter 7 Methodology for the present study
7.1 Participants
7.2 Setting
7.3 Instrumentation
7.4 Materials development
7.5 The treatments
7.6 Data collection
7.6.1 Pre- and post-tests
7.6.2 On-going role-plays
7.6.3 Field notes
7.6.4 The post-instruction semi-structured interview
7.6.5 Debriefing
7.7 Coding of subjects' performance data
Chapter 8 Results
8.1 DCT data
8.1.1 Request strategies
8.1.1.1 Pretest results
8.1.1.2 Posttest 1 results and Hypotheses 1 & 2
8.1.1.3 Posttest 2 results and Hypothesis 4
8.1.2 Modification data and Hypotheses 3 & 5
8.2 Interview data and Hypothesis 6
8.3 The role-play data
8.4 Learners' motivation and good faith effort
8.5 Summary of results
Chapter 9 Discussion
9.1 Pragmatic and grammatical competences
9.2 Instruction, noticing and IL request development
9.2.1 The effects of instruction on strategy use
9.2.2 The effects of instruction on strategy distribution
9.2.3 The effects of instruction on modification
9.2.4 The effects of instruction on sociopragmatic development
9.3 Form type, learner profile and treatment features: How they interact in the durability of instructional effects on IL request development
9.4 Stimulus appraisal and ILP development in the FL context
Conclusion
Bibliography
Appendices
List of figures
List of appendices
Abbreviations used throughout the study
Introduction
Chapter 1 An integrated SLA model and the noticing hypothesis
Chapter 2 Consciousness-raising, input enhancement and SLA
2.1 The effects of visual enhancement
2.2 The effects of form-focused instruction
2.3 FonF instruction
Chapter 3 The effects of instruction on ILP development
Chapter 4 DCT as a measure of pragmatic ability
Chapter 5 The speech act of requesting
Chapter 6 Motivation for the present study
Chapter 7 Methodology for the present study
7.1 Participants
7.2 Setting
7.3 Instrumentation
7.4 Materials development
7.5 The treatments
7.6 Data collection
7.6.1 Pre- and post-tests
7.6.2 On-going role-plays
7.6.3 Field notes
7.6.4 The post-instruction semi-structured interview
7.6.5 Debriefing
7.7 Coding of subjects' performance data
Chapter 8 Results
8.1 DCT data
8.1.1 Request strategies
8.1.1.1 Pretest results
8.1.1.2 Posttest 1 results and Hypotheses 1 & 2
8.1.1.3 Posttest 2 results and Hypothesis 4
8.1.2 Modification data and Hypotheses 3 & 5
8.2 Interview data and Hypothesis 6
8.3 The role-play data
8.4 Learners' motivation and good faith effort
8.5 Summary of results
Chapter 9 Discussion
9.1 Pragmatic and grammatical competences
9.2 Instruction, noticing and IL request development
9.2.1 The effects of instruction on strategy use
9.2.2 The effects of instruction on strategy distribution
9.2.3 The effects of instruction on modification
9.2.4 The effects of instruction on sociopragmatic development
9.3 Form type, learner profile and treatment features: How they interact in the durability of instructional effects on IL request development
9.4 Stimulus appraisal and ILP development in the FL context
Conclusion
Bibliography
Appendices
Pragmatic development in the FL classroom:an experimental study on requesting
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