“表现性英语”注重依托英语实践活动发展学生的言语表现力,提升学生的英语核心素养,强调既培养学生的兴趣,夯实学生的语言知识,又发展学生综合应用英语的能力。表现性英语教学可以抓住表述、表达、表现三个言语输出层次,设计学习活动...“表现性英语”注重依托英语实践活动发展学生的言语表现力,提升学生的英语核心素养,强调既培养学生的兴趣,夯实学生的语言知识,又发展学生综合应用英语的能力。表现性英语教学可以抓住表述、表达、表现三个言语输出层次,设计学习活动。笔者结合人教版PEP英语三年级下册Unit 5 Do you like pears?Let’s spell语音课的教学,做具体阐释。展开更多
Ever since Schmidt proposed the noticing hypothesis in 1990, the role of consciousness in second language input and output processing has attracted increasing attention from various researchers. In many studies, wheth...Ever since Schmidt proposed the noticing hypothesis in 1990, the role of consciousness in second language input and output processing has attracted increasing attention from various researchers. In many studies, whether or not consciousness is used is deemed as an important factor leading to changes in language learners performance. Current research procedures on measuring consciousness in second language acquisition field are not very satisfactory. The present study, by making use of Levelt s L1 speech pr...展开更多
文摘“表现性英语”注重依托英语实践活动发展学生的言语表现力,提升学生的英语核心素养,强调既培养学生的兴趣,夯实学生的语言知识,又发展学生综合应用英语的能力。表现性英语教学可以抓住表述、表达、表现三个言语输出层次,设计学习活动。笔者结合人教版PEP英语三年级下册Unit 5 Do you like pears?Let’s spell语音课的教学,做具体阐释。
文摘Ever since Schmidt proposed the noticing hypothesis in 1990, the role of consciousness in second language input and output processing has attracted increasing attention from various researchers. In many studies, whether or not consciousness is used is deemed as an important factor leading to changes in language learners performance. Current research procedures on measuring consciousness in second language acquisition field are not very satisfactory. The present study, by making use of Levelt s L1 speech pr...
