In the field of L2 teaching and learning, how language input should be presented to language leamers in the classroom has been an issue attracting considerable discussion and experimentation. The heated debate is abou...In the field of L2 teaching and learning, how language input should be presented to language leamers in the classroom has been an issue attracting considerable discussion and experimentation. The heated debate is about form-focused and meaning-focused instruction, which one is better than the other one. This paper compares the two instructions. Through analyses, we can not only have a deeper understanding of the two instructions, but can also help us to learn and teach L2 effectively.展开更多
Learning for using theories has been,to a great degree,acceptable over the last few decades.Learning through doing,through using the language,through performing real life or real-life-like tasks has come to its own im...Learning for using theories has been,to a great degree,acceptable over the last few decades.Learning through doing,through using the language,through performing real life or real-life-like tasks has come to its own important occasions to achieve EFL/ESL learners' communicative goals.展开更多
Language learning and subject matter or content learning have long been deemed to be totally separate and unrelated. It was not until the early 1980 s that coordinating the learning of language and subject matter or c...Language learning and subject matter or content learning have long been deemed to be totally separate and unrelated. It was not until the early 1980 s that coordinating the learning of language and subject matter or content started to receive continuous attention in the field of second language research. In the field of instructed Second Language Acquisition, content-based instruction(CBI) has received much attention in that it integrates both cognitive development and language development. Immersion education refers to additive bilingual programs designed for majority-language speakers in which at least half of their subject-matter instruction is in a language that they are learning as a second or foreign language. Immersion education has been very successful and widely adopted on the globe because immersion students who study subject matter through their second language attain the same levels of academic achievement and first language development as non-immersion students, and they attain significantly higher levels of second language proficiency than do non-immersion students studying the second language as a regular subject for one lesson per day. However, immersion students' second language development, especially their second language accuracy, is not so satisfying as that they have achieved academically. Consequently, form-focused instruction(FFI) is called for to enhance language teaching while content teaching.The present study focuses on how language is processed through content, drawing examples from early immersion teaching of Mandarin Chinese in the USA, so as to provide ideas on effective instructional strategies while teaching Mandarin Chinese in early immersion classrooms in the USA.展开更多
文摘In the field of L2 teaching and learning, how language input should be presented to language leamers in the classroom has been an issue attracting considerable discussion and experimentation. The heated debate is about form-focused and meaning-focused instruction, which one is better than the other one. This paper compares the two instructions. Through analyses, we can not only have a deeper understanding of the two instructions, but can also help us to learn and teach L2 effectively.
文摘Learning for using theories has been,to a great degree,acceptable over the last few decades.Learning through doing,through using the language,through performing real life or real-life-like tasks has come to its own important occasions to achieve EFL/ESL learners' communicative goals.
文摘Language learning and subject matter or content learning have long been deemed to be totally separate and unrelated. It was not until the early 1980 s that coordinating the learning of language and subject matter or content started to receive continuous attention in the field of second language research. In the field of instructed Second Language Acquisition, content-based instruction(CBI) has received much attention in that it integrates both cognitive development and language development. Immersion education refers to additive bilingual programs designed for majority-language speakers in which at least half of their subject-matter instruction is in a language that they are learning as a second or foreign language. Immersion education has been very successful and widely adopted on the globe because immersion students who study subject matter through their second language attain the same levels of academic achievement and first language development as non-immersion students, and they attain significantly higher levels of second language proficiency than do non-immersion students studying the second language as a regular subject for one lesson per day. However, immersion students' second language development, especially their second language accuracy, is not so satisfying as that they have achieved academically. Consequently, form-focused instruction(FFI) is called for to enhance language teaching while content teaching.The present study focuses on how language is processed through content, drawing examples from early immersion teaching of Mandarin Chinese in the USA, so as to provide ideas on effective instructional strategies while teaching Mandarin Chinese in early immersion classrooms in the USA.
