汉语作为第二语言实证研究纵观：显性与隐性学习、知识、教学(8)
http://www.newdu.com 2024/11/29 01:11:01 《世界汉语教学》 靳洪刚 侯晓明 参加讨论
①Anderson & Lebiere（1998）的ACT-R是一种解释人类认知行为的理论。该理论假设：知识由陈述性知识和程序性知识两部分构成，并由此探讨大脑知识的组织形式与人类行为的认知过程。 ②本文将选择性注意与有意注意等同起来。 原文参考文献： [1]曹贤文、牟蕾 (2013) 重铸和诱导反馈条件下语言修正与形式学习的关系研究，《世界汉语教学》第1期。 [2]郝美玲 (2007) 留学生汉字正字法意识的萌芽与发展，《世界汉语教学》第1期。 [3]洪炜 (2013) 汉语作为第二语言的近义词教学实验研究，《世界汉语教学》第3期。 [4]洪芸 (2013) 纠错反馈与理解回应的实证研究，《汉语学习》第6期。 [5]江新 (2001) 初学汉语的美国学生汉字正字法意识的实验研究，赵金铭主编《对外汉语研究的跨学科探索——汉语学习与认知国际学术研讨会论文集》，北京：北京语言大学出版社。 [6]靳洪刚 (2010) 任务复杂度及其互动、输出效应.Journal of the Chinese Language Teachers Association 45(2):101-135. [7]靳洪刚、徐明德、侯晓明、高瑛 (2012) 显性与隐性纠错的教学作用：以方式补语的习得为例.Paper presented at 2012 ACTFL-CLTA annual conference. [8]靳洪刚、章吟 (2014) 对外汉语纠错反馈研究的单位界定及过程分解分析.Journal of the Chinese Language Teachers Association 49(3):87-116. 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