摘要
以认知心理学理论为基础,对语块习得过程中涉及的认知因素———注意、输入、记忆、输出机制与语言水平的相关性进行了探讨,在确保有效输入的同时,要重点引导学生对语言体系中以语块为基础的词汇体系的注意,采取多种教学手段增加学生的语言输出机会,从而加速他们的陈述性知识向程序化知识的转变过程,使其语言的精确度和流利度都得到提高。
Based on theories from cognitive psychology, the paper analyzes the relationship between some major cognitive factors related to second language acquisition, namely, attention, input, memory, output, and second language performance. Raising students’ attention to the memory-based formulaic system on the one hand and adopting some effective teaching methods to increase output on the other can actually help students to accelerate proceduralization of declarative knowledge, hence, achieve the aim of improving language accuracy and fluency.
出处
《长江师范学院学报》
2012年第1期105-109,140,共6页
Journal of Yangtze Normal University
关键词
语块
注意
输入
输出
语言习得
lexical chunks
attention
input
output
second language acquisition
