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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-21编辑:lgg点击率:3829
论文字数:36200论文编号:org201407081044567654语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇有关英语阅读论文。文章给你主要谈及了基于非英语专业阅读教学的词汇学习问题。通过阅读学习词汇反过来促进英语阅读水平的提高。
Chapter Literature Review
2.1 Theory of Incidental Vocabulary Acquisition (IVA)
Based on the study about kids’ mother-tongue vocabulary acquisition, incidentalvocabulary acquisition is initially put forward. An early “strip story” experiment ofincidental vocabulary acquisition by Gibson’s (1975) is considered, however, he dose notpropose the term of “incidental vocabulary acquisition” at that time. A mount of theories interpret about the way humans foster language ability in modernlinguistics. Based on Stephen Krashen’s hypothesis of acquisition-learning, twoindependent ways are given in which we foster our linguistic abilities: acquisition andlearning(Krashen, 2003).This hypothesis has been highly effective, and, even if in adistinct form, still remains the material of much research today. The basis preceding is thaton the one hand, language acquisition is a kind of learning, however, on the other hand, itis separate processes.The core of modern language acquisition theory is acquisition-learning hypothesis. Moreover, it is the most elementary part of Krashen’s theories on L2 acquisition. Krashenpropose that acquisition means to the ‘subconscious process identical in entire importantways to the procedure children utilize in the process of acquiring their first language’.
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2.2 Form-Focused Instruction (FFI)
According to applied linguists, L2 learners cannot attain high levels of grammaticalskill from full meaning centered instruction. However, it is the point that leads them to putforward that students can gain profit from Form-Focused Instruction (FFI). FFI includetwo major types: Focus on Form (FonF) and Focus on Forms (FonFs). Focus on Formemphasizes linguistic components during a communicative process (DeKeyser, 1998; Ellis,2001; Long, 1991; Norris & Ortega, 2000). The term form has the function that a specialform performs. For instance, focus on the ‘form’ -ed includes the understanding that -edemphasizes an action acted in the past. Initially, Long gives the definition of FonF asincidental, that is, occurring only as a learner need improve, and implicit in order not tointerfere with interaction. Comparing Focus on Form with Focus on Forms (FonFs),syllabus writers decide to instruct a series of discrete linguistic structures in single lessons.Ellis (2001) argues the difference between the two and has to deal with how learnersbehold themselves and the language: In an approach of FonFs, learners regard themselvesas acquirers of a language and the language as the purpose of study; however, in FonF, onthe other hand, students consider themselves as users of language and language is regardedas a instrument for communication.
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Chapter Three Methodology ........ 17
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