作者
Author

李艷惠

Yen-hui Audrey LI

關鍵詞
Key words

形式語法,內化語言系統,中介語,最佳教學,法語法教學

formal grammar, internalized linguistic system, interlanguage, best practices, grammar teachin

摘要

　　本文強調理論語言學，語言習得和語言教學可以有也是應該有的對語言的共同基本觀念-語言能力是語言使用者根據語料將語言規律內化於腦中的語言系統。這個基本觀念能使我們更清楚地看到語言學習過程應該是以學習者為中心，而不是教師，也認識到豐富的目標語語料對語言學習的重要。這能促成較有效的課程設計，並且採用更合適的教學法。本文將簡要描述現今美國外語教學大力提倡的「最佳教學實踐」的主要理念和手段，然後闡明這些理念和手段其實正與形式理論語言學以及相關的第二語言習得理論的論點不謀而合。最後舉出一些實例來介紹如何能實際運用這些理念和手段於語言課堂。

Abstract

　　This work highlights the similarity in the fundamental conception about language that can and should be shared by theoretical linguists, language acquisition specialists and language professionals – linguistic competence is essentially a mental grammar, a linguistic system internalized by users according to the primary linguistic data accessible to learners. Recognizing this would bring the focus of language learning processes to learners themselves rather than instructors and draw attention to the importance of input in the target language. Accordingly, curricula can be more effectively designed and better practices adopted in language classrooms. Specifically, I will show how formal generative linguistic studies, as well as relevant second language acquisition research, can help us better understand and also provide guidance and support for the "best practices" in foreign language education currently advocated in the US. Some concrete examples will be provided to illustrate applications of the theoretical studies and implementations of the best practices.

內容語文
Language

英文 English

頁次
Page

1-38

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