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許淵沖譯唐詩三百首:漢文·英語
工作記憶與外語可理解性輸入 版權(quán)信息
- ISBN：9787567015012
- 條形碼：9787567015012 ; 978-7-5670-1501-2
- 裝幀：一般膠版紙
- 冊數(shù)：暫無
- 重量：暫無
- 所屬分類：>>
工作記憶與外語可理解性輸入 內(nèi)容簡介
本書從認知的角度研究了影響聽力理解的一個重要因素——工作記憶，并進一步探討了工作記憶、聽力理解與可理解性輸入之間的關(guān)系。書中報告了對中國非英語專業(yè)二年級40名學(xué)生所做的一次實驗研究，其目的是評估工作記憶（短時記憶）對于以英語為外語學(xué)習(xí)的我國學(xué)生聽力理解的影響以及探究是否改善工作記憶對提供可理解性輸入起到重要作用。
工作記憶與外語可理解性輸入 目錄
Preface
Contents
Chapter 1 Introduction
1．1 Origin of the Research
1．2 Aim of the Research
1．3 Method of the Research
1．4 Design of the Research
Chapter 2 Review of the Literature
2．1 Listening Comprehension
2．1．1 The Nature of Listening Comprehension
2．1．2 The Process of Listening Comprehension
2．1．3 The Skills of Listening Comprehension
2．2 Krashen's Input Hypothesis and Listening Comprehension
2．3 Short-Term Memory
2．3．1 The Definition and Nature of Short-Term Memory
2．3．2 Review of the Researches on Short-Term Memory
2．4 Working Memory
2．4．1 The Concept of Working Memory
2．4．2 Working Memory in Neuroimaging
2．4．3 The Relationship Between Short-Term Memory and
Working Memory
2．4．4 Working Memory and the Frontal Lobes
2．4．5 Long-Term Working Memory in Everyday Skilled Performance．
2．5 Chunking
2．5．1 The Definition of Chunking
2．5．2 Application of Chunking to Language Study
2．5．3 Chunking and Capacity
2．6 Short-Term Memory and Chunking
2．7 Working Memory （Short-Term Memory） and EFL
Listening Comprehension
Chapter 3 Research Methodology
3．1 Experiment 1
3．1．1 Participants
3．1．2 Instruments
3．2 Experiment 2
3．2．1 Research Questions
3．2．2 Variables
3．2．3 Participants
3．2．4 Instruments
3．2．5 Research Design
Chapter 4 Results and Discussions
4．1 Results of Experiment 1
4．1 ． l English Proficiency Prior to the Experiment
4．1．2 Results After the Experiment
4．1．3 Correlation Analyses
4．2 Results of Experiment 2
4．2．1 Statistical Procedures
4．2．2 Validity and Reliability of the Instrument
4．2．3 Experimental Results and Discussion
4．3 Summary
Chapter 5 Pedagogical Implications
5．1 Relationships Between Listening and Speaking
5．2 Listening Materials
5．3 The Speaker
5．4 The Listener
5．5 Relationships Between Working Memory
（Short-Term Memory） and EFL Teaching and Learning
Chapter 6 Conclusion
6．1 How to Overcome the Limited Capacity of
Working Memory （Short-Term Memory）
6．1．1 Applying Chunking to Vocabulary Memorization
in Listening Comprehension
6．1．2 Employing Chunking Strategy and Increasing Working
Memory （Short-Term Memory） Capacity
6．1．3 Making Use of Chunking in Skill Building
6．1．4 Raising Students' Chunking Awareness and Improving
Their Ability to Chunk Language
6．1．5 Applying the Schema Theory in Listening Comprehension
6．1．6 Practice Improves Total Capacity
6．1．7 Long-Term Working Memory as an Alternative to
Capacity Models of Working Memory in Everyday Skilled
Performance
6．2 Limitations of the Research
6．2．1 Sampling
6．2．2 Listening Materials of the Four Subtests
6．2．3 Scoring
6．3 Suggestions for Further Research
6．3．1 Sampling
6．3．2 Listening Materials of the Four Subtests
6．3．3 Measures of Memory of the Four Subtests
Appendices
Appendix I Posttest Questionnaire （Experiment 1）
Appendix 2 First Final Examination （Experiment 1）
Part I Composition
Part II Listening Comprehension
Part III Reading Comprehension
Part IV Vocabulary and Structure
Part V Cloze
Part VI Translation From Chinese to English
Appendix 3 Second Final Examination （Experiment 1）
Part I Writing
Part II Listening Comprehension
Part III Reading Comprehension
Part IV Vocabulary & Grammar
Part V Translation
Appendix 4 Tapescripts for Pretest （Experiment 2）
Appendix 5 Key for Reference for Pretest （Experiment 2）
Appendix 6 Tapescripts for Research Test （Experiment 2）
Appendix 7 Relative Length of the Sentences （Experiment 2）
Appendix 8 Posttest Questionnaire （Experiment 2）
Questionnaire 1
Questionnaire 2
Appendix 9 Listening Comprehension Test （Experiment 2）
Part I
Part II
Part III
Part IV
Part V
Appendix 10 Key for Reference for Listening Comprehension
Test （Experiment 2）
Appendix 11 Scores of Short-Term Memory Rated by Two Raters
and Mean Scores of Four Subtests （Experiment 2）
Bibliography
Contents
Chapter 1 Introduction
1．1 Origin of the Research
1．2 Aim of the Research
1．3 Method of the Research
1．4 Design of the Research
Chapter 2 Review of the Literature
2．1 Listening Comprehension
2．1．1 The Nature of Listening Comprehension
2．1．2 The Process of Listening Comprehension
2．1．3 The Skills of Listening Comprehension
2．2 Krashen's Input Hypothesis and Listening Comprehension
2．3 Short-Term Memory
2．3．1 The Definition and Nature of Short-Term Memory
2．3．2 Review of the Researches on Short-Term Memory
2．4 Working Memory
2．4．1 The Concept of Working Memory
2．4．2 Working Memory in Neuroimaging
2．4．3 The Relationship Between Short-Term Memory and
Working Memory
2．4．4 Working Memory and the Frontal Lobes
2．4．5 Long-Term Working Memory in Everyday Skilled Performance．
2．5 Chunking
2．5．1 The Definition of Chunking
2．5．2 Application of Chunking to Language Study
2．5．3 Chunking and Capacity
2．6 Short-Term Memory and Chunking
2．7 Working Memory （Short-Term Memory） and EFL
Listening Comprehension
Chapter 3 Research Methodology
3．1 Experiment 1
3．1．1 Participants
3．1．2 Instruments
3．2 Experiment 2
3．2．1 Research Questions
3．2．2 Variables
3．2．3 Participants
3．2．4 Instruments
3．2．5 Research Design
Chapter 4 Results and Discussions
4．1 Results of Experiment 1
4．1 ． l English Proficiency Prior to the Experiment
4．1．2 Results After the Experiment
4．1．3 Correlation Analyses
4．2 Results of Experiment 2
4．2．1 Statistical Procedures
4．2．2 Validity and Reliability of the Instrument
4．2．3 Experimental Results and Discussion
4．3 Summary
Chapter 5 Pedagogical Implications
5．1 Relationships Between Listening and Speaking
5．2 Listening Materials
5．3 The Speaker
5．4 The Listener
5．5 Relationships Between Working Memory
（Short-Term Memory） and EFL Teaching and Learning
Chapter 6 Conclusion
6．1 How to Overcome the Limited Capacity of
Working Memory （Short-Term Memory）
6．1．1 Applying Chunking to Vocabulary Memorization
in Listening Comprehension
6．1．2 Employing Chunking Strategy and Increasing Working
Memory （Short-Term Memory） Capacity
6．1．3 Making Use of Chunking in Skill Building
6．1．4 Raising Students' Chunking Awareness and Improving
Their Ability to Chunk Language
6．1．5 Applying the Schema Theory in Listening Comprehension
6．1．6 Practice Improves Total Capacity
6．1．7 Long-Term Working Memory as an Alternative to
Capacity Models of Working Memory in Everyday Skilled
Performance
6．2 Limitations of the Research
6．2．1 Sampling
6．2．2 Listening Materials of the Four Subtests
6．2．3 Scoring
6．3 Suggestions for Further Research
6．3．1 Sampling
6．3．2 Listening Materials of the Four Subtests
6．3．3 Measures of Memory of the Four Subtests
Appendices
Appendix I Posttest Questionnaire （Experiment 1）
Appendix 2 First Final Examination （Experiment 1）
Part I Composition
Part II Listening Comprehension
Part III Reading Comprehension
Part IV Vocabulary and Structure
Part V Cloze
Part VI Translation From Chinese to English
Appendix 3 Second Final Examination （Experiment 1）
Part I Writing
Part II Listening Comprehension
Part III Reading Comprehension
Part IV Vocabulary & Grammar
Part V Translation
Appendix 4 Tapescripts for Pretest （Experiment 2）
Appendix 5 Key for Reference for Pretest （Experiment 2）
Appendix 6 Tapescripts for Research Test （Experiment 2）
Appendix 7 Relative Length of the Sentences （Experiment 2）
Appendix 8 Posttest Questionnaire （Experiment 2）
Questionnaire 1
Questionnaire 2
Appendix 9 Listening Comprehension Test （Experiment 2）
Part I
Part II
Part III
Part IV
Part V
Appendix 10 Key for Reference for Listening Comprehension
Test （Experiment 2）
Appendix 11 Scores of Short-Term Memory Rated by Two Raters
and Mean Scores of Four Subtests （Experiment 2）
Bibliography
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工作記憶與外語可理解性輸入 作者簡介
徐方，青島科技大學(xué)語言學(xué)碩士生導(dǎo)師，副教授。本科畢業(yè)于中國海洋大學(xué)英語專業(yè)，獲文學(xué)學(xué)士學(xué)位；研究生畢業(yè)于中國人民解放軍外國語學(xué)院英語語言文學(xué)專業(yè)，獲文學(xué)碩士學(xué)位。 出版專著1部、編著2部。發(fā)表學(xué)術(shù)論文21篇，其中CSSCI來源期刊論文2篇、CSSCI（擴展版）來源期刊論文2篇。主持2018年教育部人文社科研究一般項目、2018年山東省社會科學(xué)規(guī)劃研究一般項目、2015年山東省教育科學(xué)“十二五”規(guī)劃項目各1項。2016年7月至2017年7月，公派美國亞利桑那大學(xué)語言學(xué)系訪學(xué)，師從著名的心理語言學(xué)教授Thomas Bever’學(xué)習(xí)心理語言學(xué)。
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