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当前 SLA 研究和外语教学中的若干问题——英国著名外语教学专家rod ellis和Henry Widdowson谈SLA研究和外语教学

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外语教学理论与实践 1994年第3期 4-7页

作者： rod ellis Henry Widdowson英国名外语教学专家束定芳上海外语大学

什么才是课堂中 SLA(SecondLanguage Acpuisition)的最佳条件?教师如何才能最大程度上创造这些条件?最近,英国著名外语教学专家 *** 在ELT 杂志上接受采访,讨论了近二十几年来 SLA 研究对外语教学实践的贡献.描述了他本人最新的研究成... 详细信息

什么才是课堂中 SLA(SecondLanguage Acpuisition)的最佳条件?教师如何才能最大程度上创造这些条件?最近,英国著名外语教学专家 *** 在ELT 杂志上接受采访,讨论了近二十几年来 SLA 研究对外语教学实践的贡献.描述了他本人最新的研究成果。他还特别强调了外语教学中语法的作用和地位,并提出了与SLA 研究成果相吻合的一系列语法教学方法和建议。本文拟扼要介绍 EIIis

关键词：外语教学理论学习者策略语法结构语言教学语法教学语法特征研究成果语法意识外语教学实践语言学

A Comparative Study of the L2 Pragmatic Competence of University Students in Hong Kong and the Chinese Mainland:The Contributions of Sociocultural Context and Linguistic Proficiency

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Chinese Journal of Applied Linguistics 2024年第3期47卷 371-392,524页

作者： Scott AUBREY rod ellis Faculty of Education Chinese University of Hong Kong School of Education Curtin UniversityAustralia

This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university *** included 19 native speakers of English,115 Chinese mainland students,divided into those who had spent time abroad in an English-speaking country(CM A)and those who had not(CM NA),and 97 Hong Kong students,divided into those from an English-medium secondary school(Hong Kong EMI)and those from a Chinese-medium school(Hong Kong CMI).Linguistic proficiency was measured by a C-test,and pragmatic competence by a Metapragmatic Knowledge Test,an Irony Test and a Monologic Role *** scores were compared using ANCOVAs to control for differences in *** results point to a continuum of pragmatic competence—EMI>CMI>CM A>CM NA—reflecting the groups’access to English in real-life *** differences between the Hong Kong groups and the Chinese mainland groups were clearest in those tests measuring processing capacity(i.e.,Irony Response Time and the Monologic Role Play).CM A,but not CM NA,performed as well as the Hong Kong groups on measures of metapragmatic *** results are discussed in terms of Bialystok’s(1993)distinction between analyzed representation and control of processing.

关键词： pragmatic competence social context Hong Kong the Chinese mainland metapragmatic knowledge processing capacity

English in Elementary Schools:Limitations and Possibilities

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外国语 2010年第1期33卷 9-17页

作者： rod ellis Shanghai International Studies University University of Auckland

Many Asian countries,including China,have revised their policy for English language teaching to include the introduction of English in elementary *** article first reviews research that has investigated the effects of introducing English in the elementary school on language *** common myth that children are better language learners than adolescents or adults is not borne *** many respects,adolescent learners are better learners than *** such as the Barcelona Age Factor Project have failed to demonstrate that starting English at the elementary level results in higher levels of proficiency in the long run,especially when learning is measured using tests of explicit L2 *** the article examines the problems that elementary schools face in introducing English in China and Japan.A lack of properly trained teachers has resulted in a very uneven implementation of governmental *** article concludes by proposing that starting English in the elementary school does afford possibilities for improved English language learning in countries like China and Japan but that this depends on the adoption of an appropriate methodology for teaching young learners (***-based language teaching) and on the availability of teachers trained to teach children.

关键词：英语语言学教学方法教材

Current Issues in the Teaching of Grammar： An SLA Perspective （II）

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基础教育外语教学研究 2013年第2期 36-46页

作者： rod ellis

Should grammar teaching be intensive or extensive?Intensive grammar teaching refers to instruction over a sustained period of time (which could be a lesson or a series of lesson covering days or weeks)concerning a single grammatical structure or,perhaps,a pair of contrasted structures (e.g.,English past continuous *** simple).Extensive grammar teaching refers to instruction concerning a whole range of structures within a short period of time (e.g.,a lesson) so that each structure receives only minimal attention in any one *** is the difference between shooting a pistol repeatedly at the same target and firing a shotgun to spray pellets at a variety of *** can be intensive or extensive irrespective of whether it is massed or *** massed-distributed distinction refers to how a whole grammar course is staged,while the intensive-extensive distinction refers to whether each single lesson addresses a single or multiple grammatical feature(s).

关键词：基础教育外语教学英语阅读知识

Input-Based Approaches to Teaching Grammar:A Review of Classroom-oriented Research

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基础教育外语教学研究 2006年第2期 40-45页

作者： rod ellis

***-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based *** traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.

关键词：语言输入中小学英语教学交际法语法教学

Current Issues in the Teaching of Grammar： An SLA Perspective （I）

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基础教育外语教学研究 2013年第1期 33-39页

作者： rod ellis

The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second *** remain,however,a number of controversial *** paper considers eight key questions relating to grammar pedagogy in the light of findings from *** such,this article complements Celce-Murcia's (1991) article on grammar teaching in the 25th anniversary issue of TESOL Quarterly,which considered the role of grammar in a communicative curriculum and drew predominantly on a linguistic theory of grammar.

关键词：英语学习学习方法阅读知识阅读材料

Making An Impact; Teaching Grammar Through Awareness-Raising

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基础教育外语教学研究 2003年第5期 43-44页

作者： rod ellis rod ellis currently a professor at the Institute of English Language Teaching and Learning University of AucklandNew Zealand.

How can we teach grammar in ways that enable learners to learn grammar?This has been one of the key questions that researchers have grappled with over last thirty or so years. This question arose as a result of research that showed that language learners have their own built-in 'syllabus'which governs both when they learn particular grammatical features and also how thev learn *** research demonstrated what many teachers have long known-namely,that students

关键词：语言教学语法教学语言意识第二语言习得

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Becoming Grammatical

基础教育外语教学研究 2004年第9期 42-43页

作者： rod ellis University of Auckland New Zealand

All teachers experience epiphanies- moments during their teaching when they have sudden flashes of insight. I recall quite vividly an epiphany experienced many years ago while teaching in a secondary school in Zambia. I was trying to eliminate a common grammatical error - the uses of the present progressive tense with verbs such as ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''have''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

关键词：中学英语教学语法教学学习兴趣教学技巧教学手段

Input-Based Approaches to Teaching Grammar: A Review of Classroom-oriented Research

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基础教育外语教学研究 2006年第1期 38-41页

作者： rod ellis

关键词：中学英语教学语法教学语言输入复习课