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意义协商不仅为学习者提供可理解性输入,还为学习者提供可理解性输出,使学习者注意到语言形式,并注意到中介语和目标语之间的差距,从而促进二语习得。意义协商在外语教学中的运用主要体现在任务型语言教学。在实施任务型教学过程中,要注意任务的选择及任务的组织方式对意义协商的影响。同时,也要注意执行任务的小组成员的外语水平差异对意义协商的影响。
Meaning negotiation not only provides learners with comprehensible input, but also provides learners with an intelligibility output, so that learners pay attention to the language form and notice the gap between the interlanguage and the target language, thereby promoting second language acquisition. The use of meaning negotiation in foreign language teaching is mainly embodied in task-based language teaching. In the implementation of task-based teaching, attention should be paid to the choice of tasks and the organization of tasks to influence the meaning of consultations. At the same time, we must also pay attention to the influence of differences in the foreign language proficiency of the team members performing the task on meaning negotiation.