第二语言信息处理及策略培养PDF电子书下载

Chapter 1 Introduction 1

1.1 Models in Language Processing 3

1.1.1 Conceptual Model 4

1.1.2 Construction-Integration Model 5

1.1.3 Reading Components Model 6

1.1.4 Metaphoric Model 8

1.1.5 Connectionist Model 9

1.1.6 Linguistic Threshold Hypothesis(LIH)and Linguistic Interdependence Hypothesis(LIH) 10

1.1.7 Hypothesis of Processing Orientation 13

1.1.8 Cognitive Model 13

1.2 Schema Theory 15

1.2.1 Linguistic Schema 16

1.2.2 Content Schema 16

1.2.3 Cultural Schema 17

1.2.4 Formal Schema 18

1.3 Individual Differences 20

Chapter 2 Projects on the Contextual Factors in L2 Comprehension 22

2.1 Knowledge of Words and Knowledge of the World 24

2.1.1 Downe's Franiework of Contextual Information 24

2.1.2 The Duality in the Contextual Information 26

2.2 The Interaction of L1 and L2 Proficiency 28

2.2.1 Deseription of the Data Collection 32

2.2.2 Data Analysis and Further Investigations 34

2.2.3 Discussions 41

2.2.4 Implications 44

2.2.5 Limitations 46

2.3 The Interaction of Content and Linguistic Schemata 47

2.3.1 Method 50

2.3.2 Data Collection 51

2.3.3 Discussion and Further Analysis 55

2.4 Individual Differences 60

2.4.1 Individual Differences in Strategy Use 61

2.4.2 Individual Differences in Personality Traits 64

2.4.3 The Project 65

Chapter 3 Cultural Features in Language Processing 83

3.1 History,Customs and Values 88

3.2 Culturally-Embedded Expressions 91

3.3 Intercultural Communication 95

Chapter 4 Strategies in the Reconstruction of 12 Comprehension 102

4.1 The Categorization of Comprehension Strategies 104

4.2 Strategies Employed in Different Contexts 108

4.3 The Project 111

Chapter 5 Teaching Implications 126

5.1 Metacognition in Strategy Teaching 128

5.2 Contextual Information and Language Teaching 135

5.3 The Acquisition of Language and the Acquisition of Knowledge 137

5.4 Two Dimensional Implications in Language Teaching 139

5.4.1 The Duality in Teaching Pedagogy 139

5.4.2 The Duality in a Double-Voiced Discourse 142

5.5 The Application of Schema Theory in L2 Teaching 145

5.5.1 The Input of Background Knowledge 145

5.5.2 The Teaching of Culture 148

5.6 The Interaction of Text Material and Teaching 153

5.7 Implications in Test 156

5.7.1 Real-life Approach Vs.Interaction/Ability Approach 156

5.7.2 Test Authenticity Vs.Test Bias 159

5.7.3 Cultural Bias in Language Testing 160

5.7.4 Implications to Teaching 163

5.8 The Development of Intercultural Competence 167

5.9 Culturally-competent Teacher 171

5.10 Formal Schema and Its Implication 173

Chapter 6 Conclusion 176

Selected Bibliography 182