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題名：言之有物：讓語言學習者做有意義的表達
書刊名：華語文教學研究
作者：李英哲
作者(外文)：Li, Ying-che
出版日期：2005
卷期：2:2
頁次：頁21-35
主題關鍵詞：有意義的灌輸；認知意義網絡；語言的社會交際性；Meaningful input；Cognitive network；Language socialization
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:12
  • 點閱點閱:56
要讓語言學習者真正做到有意義的表達，至少有五點值得注意：1. 如何讓語言學習者能從認知語言規則到「隨心所欲」地自由表達；2. 如何使語言教學從有意義的灌輸達到可理解的輸出；3. 如何讓學生認識到詞彙，功能，和結構等形成的認知意義網絡，從中擴展詞彙量，加深對詞彙和結構間關係的認識。4. 認識語言學習或習得主要是一種社會交際過程，把語言的養成實踐在語言的社會性中。5. 認識語言學習者需要活生的，變動的，豐富的語言環境。在教室和課本中學到的第二語言極易變成陳舊。只有在實地學習才能補救。
At least five points are worthy of attention in order to enable a language learner to achieve meaningful communication: 1. How to make → proceed from understanding of linguistic rules to free communication of ideas. 2. How to make meaningful input achieve comprehensible output. 3. How to make learners understand → recognize the meaningful cognitive networks formed among various vocabulary, linguistic functions, and grammatical constructions, which allow them to expand their vocabulary and recognize various relationships between vocabulary and constructions. 4. Enable learners to recognize the nature of language acquisition as a process of socialization, achieved through a linguistic community of practice. 5. Therefore, learners need a living, changing, and enriched linguistic environment. A second language learned from the classroom and the textbook easily becomes obsolete and need to be remedied by a live learning context.
期刊論文
1.鄧守信(1979)。Progressive aspect in Chinese。Computational Analyses of Asian and African Languages，11，1-12。  new window
2.Teng, Shou-hsin(1973)。Negation and aspects in Chinese。Journal of Chinese Linguistics，1(1)，14-37。  new window
3.連金發(20050100)。Verbs of Visual Perception in Taiwanese Southern Min: A Cognitive Approach to Shift of Semantic Domains。語言暨語言學，6(1)，109-132。new window  new window
4.Koda, Keilko(1989)。The effects of transferred vocabulary knowledge on the development of L2 reading proficiency。Foreign Language Annals，22(6)，529-542。  new window
5.Teng, Shou-hsin(1974)。Verb classification and its pedagogical extensions。Journal of Chinese Language Teachers Association，9(2)，84-92。  new window
6.謝信一(19970300)。Form and Meaning: Their Distinction, Intersection, and Interplay。清華學報，27(1)，103-124。new window  new window
7.Laufer, B.(1992)。Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability。Journal of Research in Reading，15(2)，95-103。  new window
8.Teng, Shou-Hsin(1998)。Sequencing of structures in pedagogical grammar。Journal of Chinese Language Teachers Association，33(2)，41-52。  new window
9.Li, Y. C.(1971)。Interaction of semantics and syntax in Chinese。Journal of the Chinese Language Teachers Association，6(2)，58-78。  new window
10.Li, Y. C.(1976)。Order of semantic units in Chinese。Journal of the Chinese Language Teachers Association，11(1)，26-38。  new window
11.Smith, Carlota S.(1990)。Event types in Mandarin。Linguistics: An Interdisciplinary Journal of the Language Sciences，28，309-336。  new window
12.Hirsh, D.、Nation, Paul(1992)。What vocabulary size is needed to read unsimplired texts for pleasure?。Reading in a Foreign Language: Journal of the Language Studies Unit，8(2)，689-696。  new window
13.Jiang, Song(2002)。Chinese Word Associations for English Speaking Learners of Chinese as a Second Language。Journal of the Chinese Language Teachers Association，37(3)。  new window
14.李英哲(2005)。漢語語序和數量在空間以及對象中的分配。華語文教學研究，1(1)，11-22。  延伸查詢new window
會議論文
1.鄧守信(1984)。功能語法與漢語信息結構。第一屆世界華語文教學研討會。台北：世界華文教育協進會。163-170。  延伸查詢new window
2.Traugott, Elizabeth Closs(1988)。Pragmatic strengthening and grammaticalization406-416。  new window
3.李英哲(2003)。漢語上下類補語搭配內外向動詞的認知。北京。  延伸查詢new window
4.李英哲(2005)。中文教學理論與實踐的回顧與展望─慶祝趙智超教授榮退學術研討會論文集。臺北。  延伸查詢new window
學位論文
1.田原(2003)。Ambiguities of the Evaluative Adverb Jiu。  new window
圖書
1.鄧守信(1975)。A Semantic Study of Transitivity Relations in Chinese。Berkley：University of California Press。  new window
2.Fauconnier, Gilles(1985)。Mental spaces。Mental spaces。  new window
3.曹逢甫(1979)。主題在國語中的功能研究：邁向言談分析的第一步。主題在國語中的功能研究：邁向言談分析的第一步。臺北=Taipei。  延伸查詢new window
4.邢福義(2001)。漢語複句研究。商務印書館。  延伸查詢new window
5.鄭良偉(1989)。國語常用虛詞及其臺語對應詞釋例。臺北：文鶴出版有限公司。  延伸查詢new window
6.屈承熹(1998)。A Discourse Grammar of Mandarin Chinese。Peter Lang Publishing。  new window
7.Lakoff, George、Johnson, Mark、Chou, Shizhen(1980)。Metaphors We Live By。University of Chicago Press。  new window
8.Croft, William(1991)。Syntactic categories and grammatical relations: The cognitive organization of information。University of Chicago Press。  new window
9.Nation, I. S. Paul(2001)。Learning Vocabulary in Another Language。Cambridge University Press。  new window
10.Lakoff, George(1987)。Women, fire, and dangerous things: What categories reveal about the mind。Chicago, IL：Chicago University Press。  new window
11.Chafe, Wallace L.(1970)。Meaning and the Structure of Language。University of Chicago Press。  new window
12.Sweetser, Eve E.(1991)。From Etymology to Pragmatics: Metaphorical and Cultural Aspects of Semantic Structure。Cambridge University Press。  new window
13.劉月華、潘文娛、故韡(1983)。實用現代漢語語法。外語教學與研究出版社。  延伸查詢new window
14.鄧守信(1976)。Verb classification and Its pedagogical extensions。Readings in Teaching Chinese。South Organge。  new window
15.鄧守信(2003)。對外漢語語法點難易度的評定。對外漢語教學法探索。北京。  延伸查詢new window
16.陳俊光(2005)。Contrastive Research and Crosslinguistic Influence。Contrastive Research and Crosslinguistic Influence。Taipei。  new window
17.Doughty, Catherine(2001)。Cognitive Underpinnings of Focus on Form。Cognition and second language instruction。Cambridge。  new window
18.Goldberg, Adele E.(1992)。Constructions: A Construction Grammar Approach to Arguments Structure。Constructions: A Construction Grammar Approach to Arguments Structure。Chicago/London。  new window
19.Jiang, Song、Wang, Hai-Dan(2005)。Chinese BuilderCards: The Lightning Path to Mastering Vocabulary。Chinese BuilderCards: The Lightning Path to Mastering Vocabulary。Boston。  new window
20.李英哲(2001)。漢語歷時共時語法論集。漢語歷時共時語法論集。北京。  延伸查詢new window
21.李英哲(2003)。從認知語言學的角度看一些漢語語法的問題。漢語教學新視角。北京。  延伸查詢new window
22.湯廷池(1982)。國語語法研究論集。國語語法研究論集。臺北。  延伸查詢new window
其他
1.李英哲(2003)。漢語被動形式發展的認知意義，武漢。  延伸查詢new window
2.李英哲(2003)。把字句被字句發展的認知意義和結構形式，新加坡。  延伸查詢new window
3.李英哲(2003)。從認知的視角看華語語彙語法教學，臺北。  延伸查詢new window
4.李英哲(2004)。舌燦蓮花: A Metaphor for Language Change-Diachronic Development of 朵and Other Morphemes from the Cognitive Perspective。  new window
5.李英哲(2004)。Analysis of Function Word and Content Word from a Pedagogical Perspective，Singapore。  new window
6.Su, Dan-tao(2004)。Focus on Form in L2 Vocabulary from Reading: Rethinking Incidental Learning。  new window
7.鄧守信(1990)。Chinese Grammatical Categories。  延伸查詢new window
8.Watson-Gegeo, Karen(2001)。Mind, Language, and Espistemology: Toward a Language Socialization Paradigm for SLA。  new window
圖書論文
1.Long, M. H.、Robinson, P.(1998)。Focus on form: Theoiy, research and practice。Focus on form in classroom second language acquisition。New York：Cambridge：Cambridge University Press。  new window
2.Laufer, Batia(1989)。What percentage of text-lexis is essential for comprehension?。Special Language: From Humans Thinking to Thinking Machines。Clevedon：Multilingual Matters。  new window
3.Tai, James H. Y.(1985)。Temporal sequence and Chinese word order。Iconicity in syntax。John Benjamins Publishing Co.。  new window
 
 
 
 
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