| 从认知心理学视角看FFI理念 |
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| 引用本文： | 张宏武.从认知心理学视角看FFI理念[J].嘉应学院学报,2005,23(2):124-128. |
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| 作者姓名： | 张宏武 |
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| 作者单位： | 嘉应学院,广东,梅州,514015 |
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| 摘 要： | 关注形式教学(Form-focusedinstruction,简称FFI)是教学环境下二语习得的重要手段,但对外语学习者来说,它毕竟是外因。从认知心理学角度对FFI进行分析,FFI能否取得令人满意的成效,关键要看学习者的内因是否发挥作用。注意的分配、对目的结构的意识、记忆以及重构都是发生在学习者内部的认知心理因素。教学只有在充分考虑到这些内因的情况下,通过外部刺激来使学习者的认知心理因素发挥作用,FFI才能对教学环境下的二语习得(ISLA)产生久远的效果。
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| 关 键 词： | 关注形式教学 二语习得 注意 记忆 重构 |
| 文章编号： | 1006-642X(2005)02-0124-05 |
| 修稿时间： | 2005年1月15日 |
A Brief Analysis of FFI from Cognitive and Psychological Perspectives |
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| ZHANG Hong-wu.A Brief Analysis of FFI from Cognitive and Psychological Perspectives[J].Journal of Jiaying University,2005,23(2):124-128. |
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| Authors: | ZHANG Hong-wu |
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| Abstract: | Form-focused instruction (FFI) is an important means of learning a second language under instruction. However, it functions as an external factor in learning. This paper gives an analysis of FFI from the cognitive and psychological perspective, and draws a conclusion that whether FFI yields successful effects in SLA depends upon the learner's internal cognitive and psychological factors. Noticing, consciousness-raising, memorizing, restructuring are all the cognitive and psychological factors within the learner's mind. The author believes that only by considering these cognitive factors and by using the external stimulus to activate their functioning can FFI bring about far-reaching effects. |
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| Keywords: | FFI SLA noticing memory restructuring |
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