作　　者： ;

机构地区： 汕头大学文学院

出　　处： 《汕头大学学报（人文社会科学版）》 2013年第3期57-64,96,共8页

摘　　要： 有别于显性纠错和重铸,形式协商属于提示性反馈,Schmidt的"注意假设"、VanPatten的"信息加工模型"和Kihlstrom的多级记忆储存理论为其提供了理论基础。输出型教学是形式协商得以有效开展的教学环境。有关研究表明,学习者拥有足够的认知资源注意到自身中介语的差距或漏洞,而"形式协商"作为一种教学干预手段,并不会阻断学习者本身的语言学习加工过程。它在保持课堂互动的前提下,兼顾语言的形式与意义,加快陈述性知识向程序性知识的转化,因而具有极大的策略优势。 Different from explicit correction and recast,form negotiation is featured by feedback of prompt and theoretically supported by Schmidt’s noticing hypothesis,Van Patten’s information-processing model and Kihlstrom’s multistore model of memory.Output-based teaching can create an environment in which form negotiation will take effect.Studies reveal that language learner possesses sufficient cognitive resources to notice the gap between his interlanguage and the target language,and form negotiation,although it is a means of intervention in teaching,will not break the learner’s processing of linguistic input.The strategic advantages of form negotiation mainly lie in the following aspects: keeping a balance between form and meaning,quickening the transfer of declarative knowledge to procedural knowledge,and maintaining the classroom interaction.

关 键 词： 形式协商 提示性反馈 互动 输出型教学

领　　域： [语言文字]