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題名 | Cognitive Psycholinguistic Model-based EFL Writing Curricula Design=以認知心理語言處理模式為導向的英語寫作課程設計 |
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作者姓名(中文) | 蔡雅茹; | 書刊名 | 英語語言與文學學刊 |
卷期 | 18 民95.08 |
頁次 | 頁77-89 |
分類號 | 805.1 |
關鍵詞 | 認知心理語言處理模式; 英文寫作; 課程設計; Cognitive language processing model; English writing; Curriculum design; |
語文 | 英文(English) |
中文摘要 | 在臺灣目前外語課程的設計中,很少介入思想的架構與語言使用的關係。而許多學生學習外語通常只是對語言規則的背誦,因此產生許多困難與挫折,為了改善這些現象,本文應用認知心理語言處理模式的理論原則在英語寫作的課程上。根據規劃的為期一年英語寫作課程,除了一般寫作技巧的傳授,教師將提供語言學習過程的概念,語言策略使用指導,同儕互評以提升語言使用意識與認知。在本文中,學生的寫作能力將依文章組織、文法、語言使用、語言形式及思想類型等類別予以系統化的分析。本文為認知心理語言處理模式在外語教學上之應用性研究,所提出之課程設計之模式及實證成果可供未來理論之建立與發展參考。 |
英文摘要 | In the present practice of foreign language learning and teaching, instruction in the relation between the organization of thought and language use is seldom seen. Massive learning difficulties and frustration are symptomatic consequences of this. To improve these situations, the principles of curriculum design should include valid psychological principles of learning rather than principles that only categorize aspects of language as being simpler or more basic. Therefore, this study stresses the need to apply the concepts of the language processing model, e.g., Levelt's (1993), to English writing curricula. The subjects in this study were a group of freshman EFL (English as a Foreign Language) students who attended this model-based one-year writing course. Following the description of the writing curriculum design, the performance of the subjects is analyzed in respect to organization of ideas, grammar, usage, linguistic forms and thought patterns. The article shows how the principles of a cognitive language processing model can be implemented in foreign language curricula design effectively and also describes a number of implications for teaching EFL writhing. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。