基于语言磨蚀的大学英语第二课堂教学研究
摘要
语言磨蚀是语言学习的逆过程,严重影响语言习得的效果,因此,如何减少和防止语言磨蚀引起了研究者的广泛关注。通过对语言磨蚀理论和其影响因素的阐述和分析发现,大学英语第二课堂是减少和防止学生语言磨蚀的有效渠道,旨在改善大学英语教学耗时低效的状况,提高和保持大学生英语能力,以更好地为社会输送既懂专业又懂英语的人才。
引文
[1]倪传斌,延俊荣.外语磨蚀的影响因素分析[J].外语教学与研究,2006,1:50-55.
[2] Kennedy L. The retention of certain Latin syntactical princi-ples by first and second year Latin students after various timeintervals[J]. Journal of Educational Psychology, 1932(23):132-146.
[3] Neisser U. Interpreting Harry Bahrick’s discovery:What con-fers immunity against forgetting?[J]. Journal of ExperimentalPsychology, 1984, General 113(3):32-35.
[4] Bahrick H P. Semantic memory content in permastore:50years of memory for Spanish learned in school[J]. Journal ofExperimental Psychology, 1984a, General 113(1):1-31.
[5] Hansen L. Second Language Attrition in Japanese Contexts[M]. Oxford:Oxford University Press, 1999:15-16.
[6] Gardner R C, Lalonde R N, MacPherson J. Social Factors inSecond Language Attrition[J]. Language Learning, 1985(4):519-540.
[7]倪传斌.外语磨蚀的本质属性[J].外国语,2007(b), 1:42-51.
[2] Kennedy L. The retention of certain Latin syntactical princi-ples by first and second year Latin students after various timeintervals[J]. Journal of Educational Psychology, 1932(23):132-146.
[3] Neisser U. Interpreting Harry Bahrick’s discovery:What con-fers immunity against forgetting?[J]. Journal of ExperimentalPsychology, 1984, General 113(3):32-35.
[4] Bahrick H P. Semantic memory content in permastore:50years of memory for Spanish learned in school[J]. Journal ofExperimental Psychology, 1984a, General 113(1):1-31.
[5] Hansen L. Second Language Attrition in Japanese Contexts[M]. Oxford:Oxford University Press, 1999:15-16.
[6] Gardner R C, Lalonde R N, MacPherson J. Social Factors inSecond Language Attrition[J]. Language Learning, 1985(4):519-540.
[7]倪传斌.外语磨蚀的本质属性[J].外国语,2007(b), 1:42-51.