第二語言學習中的任務(當代國外語言學與應用語言學文庫)(升級版)
定 價：51 元
叢書名：當代國外語言學與應用語言學文庫（升級版）
- 作者：弗吉尼亞·薩穆達（Virginia Samuda），馬丁·拜蓋特（Martin Bygate）
- 出版時間：2021/9/1
- ISBN：9787521329360
- 出 版 社：外語教學與研究出版社
- 中圖法分類：H09
- 頁碼：
- 紙張：膠版紙
- 版次：
- 開本：16開
《第二語言學習中的任務》從哲學基礎和方法論的角度，根據(jù)大量理論研究和實證研究的結果，探討了任務的本質(zhì)、任務的理據(jù)、任務在語言學習中的作用和價值以及任務在第二語言教學中的應用，對任務型語言教學研究者具有重要的參考價值，對任務型語言教學研究具有積極的推動作用。
“當代國外語言學與應用語言學文庫”（升級版）是主要面向高校英語專業(yè)高年級本科生、研究生及英語教師的一套大型、開放的系列叢書。本升級版或保留原有經(jīng)典圖書品種，或繼之以經(jīng)典圖書的新版，或引進國外語言學與應用語言學領域的新銳力作以進一步拓展學科領域，希望它能繼續(xù)對我國語言學教學與研究和外語教學與研究起到積極的推動作用。
《第二語言學習中的任務》是"當代國外語言學與應用語言學文庫"（升級版）中的一本，本書理論性強，內(nèi)容豐富，對任務型語言教學研究者來說是一本不可錯過的好書。
弗吉尼亞·薩穆達（Virginia Samuda）,蘭卡斯特大學教授，任務型語言教學研究方面的知名學者。
馬丁·拜蓋特（Martin Bygate）,蘭卡斯特大學名譽教授，主要研究方向為任務型語言教學。
Contents
Acknowledgements xvi
Introduction 1
Part 1 Background
1. Language Use, Holistic Activity and Second Language Learning 7
2. Holistic Tasks in an Educational Context:Some Key Issues 18
3. Holistic Tasks in a Research Context:Some Key Issues 37
4. Tasks in Second Language Pedagogy 51
5. Defining Pedagogic Tasks: Issues and Challenges 62
6. Engaging Learning Processes: Implications for the Use of Second Language Tasks 71
7. Researching Second Language Pedagogic Tasks 82
Part 2 Interactions between Research and Practice
8. Task Research from a Pedagogical Perspective 133
9. Pedagogic Perspectives on Second Language Tasks 192
Part 3 Exploring Tasks
10. Research Directions 233
Part 4 Resources
11. Further Resources 267
References 277
Name Index 291
Subject Index 295
Metaphor and language teaching 134
Metaphor analysis 135
Metaphor and target language differentiation 136
The explanatory power of metaphor and analogy 136
Using metaphor to learn second language lexis and grammar 138
Figure-ground conceptual operations, force dynamics and action chains 142
Perspectives and situatedness 147
Deixis 150
Constitution/gestalt 152
Geometry 155
Conclusions 157
Part III Meaning and Usage
7 Teaching Encyclopaedic Meaning 161
Introduction 161
Word networks: hyponymy and schematicity 163
Word networks: meronymy 165
Crossing category borders 167
Knowledge types and encyclopaedic meaning 168
Finding the frame 169
Phonological sense relations 171
Conclusions 174
8 Usage and Grammatical Meaning 177
Introduction 177
Constructions 178
Type and token 179
Usage 181
Language learning as construction learning 183
Recognising constructions 183
Teaching constructions 184
Teaching filled constructions: idioms 185
Teaching partially filled constructions: lexis, meaning and conceptualization 186
Teaching partially filled constructions: bound morphemes, inflections and lexis 187
Teaching partially filled constructions: bound morphemes 188
Teaching partially filled constructions: lexis and morphemes 192
Teaching partially filled constructions: lexis 197
Teaching unfilled constructions 201
Routines for more advanced students: lexis, meaning and conceptualization 205
Encountering constructions 205
Finding useful forms 206
Conclusions 212
Part IV Conclusions
9 Towards a Cognitive Linguistics Syllabus 217
Introduction 217
Product and process 217
Language teaching implications 218
Re-embedding linguistic form in the imagery and movement from which it emerged 219
Engage the learners in the explicit analysis of form and meaning 220
A forum for usage 226
Sequencing 227
Bibliography 231
Index 244
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