如何?
Instruction should be in the target language using lessons that have functional goals and objectives.
- 在这些基于任务的课程中, when t在这里 is a need to address a gap in knowledge in order for communication to occur, learners should explicitly explore grammatical forms guided by their teacher.
- 通过寻找正确的形式来努力说话, 听, 读, 或者写得更有效, a learner has a spontaneous need for a grammatical structure and is highly motivated to use the grammar in context immediately.
这种探索, 发现, and use of grammatical concepts leads to greater understanding of the function of language and t在这里fore leads to increased communication.
了解更多:
Adair-Hauck B. (1993). A descriptive analysis of a whole language/guided participatory versus explicit teaching strategies in foreign language instruction. 未发表的博士论文. 宾夕法尼亚州匹兹堡大学.
Adair-Hauck B., & Donato R. (2002). The PACE model: A story-based approach to meaning and form for standards-based language learning. 法国评论. 76, 265-296.
Davin K., & Donato R. (2013) Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing. 外语学刊,46(1),5-22.
埃利斯,R. (2002). The place of grammar instruction in the second/foreign language curriculum. New perspectives on grammar teaching in second language classrooms, 17-34.
Glisan E. (2015). 核心实践网络研讨会. 亚历山大,弗吉尼亚州:ACTFL. 进入课程 在这里.
克拉申的. (1981). 二语习得与二语学习. 英国牛津:牛津大学出版社.
利奥R. P. (2009). Input enhancement and L2 grammatical development: 什么 the research reveals. Conceptions of L2 grammar: Theoretical approaches and their application in the L2 classroom, 16-34.
- M. (2009) Declarative and procedural determinants of second languages. 阿姆斯特丹:约翰·本杰明出版公司.
VanPatten B. (1996). Input processing and grammar instruction in second language acquisition. 绿林出版集团.
VanPatten B., & Cadierno T. (1993). Input processing and second language acquisition: A role for instruction. 现代语言学报,77(1),45-57.