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題 名 | Suggestions for Language Teaching: The Implication of Schema Theory and Psycholinguistic Theory in Communicative Language Teaching=語言教學之建議:基模理論與心理語言學理論在溝通式教學上的意義 |
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作 者 | 黃馨週; | 書刊名 | 新埔學報 |
卷 期 | 17 1999.10[民88.10] |
頁 次 | 頁91-102 |
分類號 | 800.34 |
關鍵詞 | 語言教學; 基模理論; 心理語言學; 溝通式教學; |
語 文 | 英文(English) |
中文摘要 | 本文旨在探討基模理論與心理語言學如何運用在溝通式語言教學法。溝通式語言教學法被認為是最全面性的語言教學與學習法。而在這樣的教學法下,學生有機會運用自己對此語言的所知,在有意義的情境下做最有效的溝通。而從基模理論看來,理解的過程是,學習者原有的知識與所面臨的情境之交互作用的結果。相似地,從心理語言學的觀點看來,學習者必須整合其背景知識及概念,進而運用策略來完成學習過程。以上兩種理論均指出,背景知識在語言學習中扮演重要的角色。此外,這兩種理論如何運用在溝通式語言教學中的聽、說、讀、寫、文法及字彙上,將在本文詳細討論。 |
英文摘要 | This study is to investigate how schema theory and psycholinguistic theory are applied to communicative language teaching. Communicative language teaching, the most holistic view of language learning and teaching, provides students with opportunities to use language in a meaningful context based on their knowledge of the target language, and then keep communication moving smoothly. From the shemata point of view, the comprehension process should be viewed as an interaction between the learner's background knowledge and the text he/she faces. Similarly, from the psycholinguistic point of view, the learner has to integrate his/her background knowledge and conceptual abilities as well as process strategies. Both of the theories indicate the significant role played by prior knowledge in language learning. In addition, the implication of the two theories for teaching communicative language skills, including reading, writing, listening and speaking, and grammar and vocabulary, will be further discussed in this paper. |
本系統中英文摘要資訊取自各篇刊載內容。