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題名：Cognitive Psycholinguistic Model-based EFL Writing Curricula Design
書刊名：英語語言與文學學刊
作者：蔡雅茹
作者(外文)：Tsai, Yea-ru
出版日期：2006
卷期：18
頁次：頁77-89
主題關鍵詞：Cognitive language processing model；English writing；Curriculum design；認知心理語言處理模式；英文寫作；課程設計
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在臺灣目前外語課程的設計中，很少介入思想的架構與語言使用的關係。而許多學生學習外語通常只是對語言規則的背誦，因此產生許多困難與挫折，為了改善這些現象，本文應用認知心理語言處理模式的理論原則在英語寫作的課程上。根據規劃的為期一年英語寫作課程，除了一般寫作技巧的傳授，教師將提供語言學習過程的概念，語言策略使用指導，同儕互評以提升語言使用意識與認知。在本文中，學生的寫作能力將依文章組織、文法、語言使用、語言形式及思想類型等類別予以系統化的分析。本文為認知心理語言處理模式在外語教學上之應用性研究，所提出之課程設計之模式及實證成果可供未來理論之建立與發展參考。
In the present practice of foreign language learning and teaching, instruction in the relation between the organization of thought and language use is seldom seen. Massive learning difficulties and frustration are symptomatic consequences of this. To improve these situations, the principles of curriculum design should include valid psychological principles of learning rather than principles that only categorize aspects of language as being simpler or more basic. Therefore, this study stresses the need to apply the concepts of the language processing model, e.g., Levelt's (1993), to English writing curricula. The subjects in this study were a group of freshman EFL (English as a Foreign Language) students who attended this model-based one-year writing course. Following the description of the writing curriculum design, the performance of the subjects is analyzed in respect to organization of ideas, grammar, usage, linguistic forms and thought patterns. The article shows how the principles of a cognitive language processing model can be implemented in foreign language curricula design effectively and also describes a number of implications for teaching EFL writhing.
期刊論文
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3.DE Bot, K.(1996)。The psycholinguistics of the output hypothesis。Language Learning，46，529-555。  new window
4.de Bot, K.、Paribakht, T.、Wesche, M.(1997)。Toward a lexical processing model for the study of second language vocabulary acquisition: Evidence from ESL reading。Studies in Second Language Acquisition，19，309-329。  new window
5.Domyei, Z.、Kormos, J.(1998)。Problem-solving mechanisms in L2 communication: A psycholinguistic perspective。Studies in Second Language Acquisition，20，349-385。  new window
6.Ellis, Nick C.(1998)。Emergentism, connectionism and language learning。Language Learning，48(4)，631-665。  new window
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14.Poulisse, N.(1997)。Some words in defense of the psychohnguistic approach: A response to Firth and Wagner。Modem Language Journal，81，324-328。  new window
15.Sharwood Smith, M.(1976)。Pedagogical grammar。Interlanguage Studies Bulletin，1，45-57。  new window
16.De Bot, Kees(1992)。A bilingual production model: Levelt's 'Speaking' model adapted。Applied Linguistics，13(1)，1-24。  new window
17.Swain, Merrill(1993)。The output hypothesis: just speaking and writing aren't enough。Canadian Modern Language Review，50(1)，158-164。  new window
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圖書
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5.Cohen, A. D.(1998)。Strategies in learning and using a second language。London：New York：Longman：Addison Wesley Longman Limited。  new window
6.Oxford, Rebecca L.(1990)。Language learning strategies: What every teacher should know。Newbury House。  new window
7.Levelt, W. J. M.(1989)。Speaking form Intention to Articulation。Cambridge MA：MIT Press。  new window
8.Rumelhart, D. E.、McClelland, J. L.、PDP research group(1986)。Parallel distributed processing: Explorations in the microstructure of cognition。Cambridge, MA：MIT Press。  new window
圖書論文
1.Swain, Merrill(1998)。Focus on form through conscious reflection。Focus on form in classroom second language acquisition。New York。  new window
2.Levelt, W. J. M.(1993)。Language use in normal speakers and its disorders。Linguistic disorders and pathologies. An international handbook。de Gruyter。  new window
3.Chamot, Anna Uhi(1987)。The Learning Strategies of ESL Students。Learner Strategies in Language Learning。Englewood Cliffs, New Jersey：Prentice-Hall International。  new window
4.Broeder, P.、Plunkett, K.(1994)。Connectionism and second language acquistion。Implicit and explicit language learning。London：Academic Press。  new window
5.Bygate, M.(2001)。Effects of task repetition on the structure and control of oral language。Researching pedagogic tasks: Second language learning, teaching, and testing。Harlow：Pearson Education。  new window
6.Long, M. H.、Crookes, G. V.(1993)。Units of analysis in syllabus design: The case for task。Tasks in a pedagogical context: Integrating theory and practice。Philadelphia：Multilingual Matters。  new window
7.MacWhinney, B.(1987)。The Competition Model。Mechanisms of language acquisition。Hillsdale, NJ：Lawrence Erlbaum。  new window
8.Samuda, V.(2001)。Guiding relationships between form and meaning during task performance: The role of the teacher。Researching pedagogic tasks: Second language learning, teaching and testing。Harlow：Pearson Education。  new window
9.Swain, Merrill(1995)。Three functions of output in second language learning。Principles and practice in the study of language: Studies in honor of H.G. Widdowson。New York：Oxford：Oxford University Press：Cambridge University Press。  new window
10.Swain, Merrill(1985)。Communicative competence: Some roles of comprehensible input and comprehensible output in its development。Input in second language acquisition。Newbury House Publishers。  new window
 
 
 
 
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