頁籤選單縮合
| 題 名 | Language Input and Teaching Strategies in Second Language Acquisition--A Role for Instruction |
|---|---|
| 作 者 | 戴素玲; | 書刊名 | 和春學報 |
| 卷 期 | 4 1997.07[民86.07] |
| 頁 次 | 頁285-293 |
| 分類號 | 800.33 |
| 關鍵詞 | |
| 語 文 | 英文(English) |
| 中文摘要 | 從老師的教學到學生能夠學會自如運用所學的語言一直是個謎樣的過程,教師要 教授什麼程度的內容﹖運用什麼教學策略﹖及如何將所要教的內容透過教學策略傳達給學生 ,而達到良好的學習效果﹖課堂內的教學在語言學習到底扮演何等角色﹖諸如以上的問題都 是語言教師思考的問題,本文擬從教學理論及個人教學經驗探討有效的教學。 |
| 英文摘要 | The answer to the best way of teaching a foreign language is very controversial. A lot of researches have been done, but there is still no absolute answer. As a foreign language teacher for many years in Taiwan, I always wonder what kind of language input benefits learners most, how language input processes in their brains and becomes intake, and what kind of instructional strategy is the most effective. There are many factors determining differential success in second language classroom, such as learners' factors, teachers' factors, language input, classroom environment, instructional strategies, and cognitive style. In this paper, I will focus on characteristics of language input in the classroom, instructional strategies used to develop the learning processes, and the role of instruction in the classroom. These three parts are closely correlated with one another; each one of them causes effects on one another. Language teachers should consider all of them when they design their teaching activities. The present paper is a combination of library researches and my actual experience of learning and teaching English as a foreign language. I believe that an understanding of the |
本系統中英文摘要資訊取自各篇刊載內容。