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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 =

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 = : Explicit and Implicit Learning,Knowledge,and Instruction in CFL Studies

 Jin, Honggang.
 哈尔滨师范大学国际教育学院 上海师范大学对外汉语学院
 379-400 p 中文 ISSN: 10025804
认知explicit and implicit instructionexplicit and implicit knowledgeexplicit and implicit learning显性和隐性学习显性和隐性教学显性和隐性知识cognition
Tác giả CN Jin, Honggang.
Nhan đề 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 = Explicit and Implicit Learning,Knowledge,and Instruction in CFL Studies /靳洪刚； 侯晓明; Jin Honggang;Hou Xiaoming.
Thông tin xuất bản 哈尔滨师范大学国际教育学院
Thông tin xuất bản 上海师范大学对外汉语学院
Mô tả vật lý 379-400 p
Tóm tắt The cognitive study of Chinese as a second/foreign language(CSL/CFL)is an important subfield of second language acquisition(SLA).In recent years,there have emerged many empirical studies on cognition and Chinese language development,using Chinese data to further validate the roles of cognition in learning a second language.This article attempts to examine two focal topics relating to SLA and CFL cognitive studies:one has to do with the core issues of explicit and implicit distinction in three areas:(1)processing or learning,(2)knowledge or memory,and(3)learning conditions;and the other is to review,summarize,and reflect on recent empirical studies on implicit and explicit constructs in the field of SLA and CFL in order to further explore field’s needs,issues,and future directions.
Tóm tắt 汉语习得的认知研究是第二语言习得的重要分支领域。近几年来,有关认知的实证研究在汉语习得领域不断涌现,这些研究用汉语的数据来证实二语学习过程中认知因素的作用。本文集中讨论与认知相关的两个重要问题:一是显性与隐性认知概念及其三个表现形式,即显性与隐性的学习过程(implicit and explicit learning)、显性与隐性的知识结构(implicit and explicit knowledge)、显性与隐性的教学方法(implicit and explicit instruction);二是回顾、总结、反思二语和汉语习得领域近年来对显性与隐性学习、知识及教学这三个方面的实证研究结果,以便进一步了解领域的发展需求、现存问题以及今后的研究方向。
Từ khóa tự do 认知
Từ khóa tự do explicit and implicit instruction
Từ khóa tự do explicit and implicit knowledge
Từ khóa tự do explicit and implicit learning
Từ khóa tự do 显性和隐性学习
Từ khóa tự do 显性和隐性教学
Từ khóa tự do 显性和隐性知识
Từ khóa tự do cognition
Tác giả(bs) CN Hou, Xiaoming
Nguồn trích Chinese teaching in the world. shijie hanyu jioxue .- 2016, No.3.
MARC
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100[0 ] |a Jin, Honggang.
245[1 0] |a 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 = |b Explicit and Implicit Learning,Knowledge,and Instruction in CFL Studies / |c 靳洪刚； 侯晓明; Jin Honggang;Hou Xiaoming.
260[ ] |b 哈尔滨师范大学国际教育学院
260[ ] |c 上海师范大学对外汉语学院
300[ ] |a 379-400 p
362[0 ] |a No. 3 (July. 2016)
520[ ] |a The cognitive study of Chinese as a second/foreign language(CSL/CFL)is an important subfield of second language acquisition(SLA).In recent years,there have emerged many empirical studies on cognition and Chinese language development,using Chinese data to further validate the roles of cognition in learning a second language.This article attempts to examine two focal topics relating to SLA and CFL cognitive studies:one has to do with the core issues of explicit and implicit distinction in three areas:(1)processing or learning,(2)knowledge or memory,and(3)learning conditions;and the other is to review,summarize,and reflect on recent empirical studies on implicit and explicit constructs in the field of SLA and CFL in order to further explore field’s needs,issues,and future directions.
520[ ] |a 汉语习得的认知研究是第二语言习得的重要分支领域。近几年来,有关认知的实证研究在汉语习得领域不断涌现,这些研究用汉语的数据来证实二语学习过程中认知因素的作用。本文集中讨论与认知相关的两个重要问题:一是显性与隐性认知概念及其三个表现形式,即显性与隐性的学习过程(implicit and explicit learning)、显性与隐性的知识结构(implicit and explicit knowledge)、显性与隐性的教学方法(implicit and explicit instruction);二是回顾、总结、反思二语和汉语习得领域近年来对显性与隐性学习、知识及教学这三个方面的实证研究结果,以便进一步了解领域的发展需求、现存问题以及今后的研究方向。
653[0 ] |a 认知
653[0 ] |a explicit and implicit instruction
653[0 ] |a explicit and implicit knowledge
653[0 ] |a explicit and implicit learning
653[0 ] |a 显性和隐性学习
653[0 ] |a 显性和隐性教学
653[0 ] |a 显性和隐性知识
653[0 ] |a cognition
700[0 ] |a Hou, Xiaoming
773[ ] |t Chinese teaching in the world. shijie hanyu jioxue . |g 2016, No.3.
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