加载中...
扫一扫
下载苏宁易购APP
关注苏宁推客公众号
自购省钱·分享赚钱
下载苏宁金融APP
关注苏宁易购服务号
用户评价:----
物流时效:----
售后服务:----
欢迎光临我们店铺!书籍都是正版全新书籍,欢迎下单~!!
实名认证领苏宁支付券立即领取 >
¥
提前抢
SUPER会员专享
由于此商品库存有限,请在下单后15分钟之内支付完成,手慢无哦!
欢迎光临本店铺
点我可查看更多商品哦~
100%刮中券,最高50元无敌券,券有效期7天
亲,今日还有0次刮奖机会
我的云钻:0
您的云钻暂时不足,攒足云钻再来刮
恭喜获得1张券!
今天的机会已经全部用完了,请明天再来
恭喜刮出两张券,请选择一张领取
活动自2017年6月2日上线,敬请关注云钻刮券活动规则更新。
如活动受政府机关指令需要停止举办的,或活动遭受严重网络攻击需暂停举办的,或者系统故障导致的其它意外问题,苏宁无需为此承担赔偿或者进行补偿。
音像形式聚焦与第二语言学习卢燕华
¥ ×1
商品
服务
物流
Chapter 1 Introduction1.1 Research background1.1.1 Form and meaning within a cognitive framework1.1.2 Form-focused and meaning-focused approach in second language pedagogy1.1.3 Focus-on-form1.2 Goal of research1.3 Research questions1.4 Research significance1.5 Structure of the book1.6 SummaryChapter 2 Literature Review2.1 Noticing and SLA2.1.1 Noticing Hypothesis2.1.2 Attention, awareness and noticing in SLA2.1.3 Different types of noticing2.2 Focus-on-form2.2.1 Meaning-focused approach, focus-on-forms and focus-on-form2.2.2 Definitions of FonF and different related terms2.. Theoretical explanations for FonF. Input enhancemenndutput stimulation..1 Input enhancement and textual enhancement..2 Output stimulation2.4 Tasks in L2 research and pedagogy2.4.1 Definitions of task2.4.2 Principles for using tasks in L2 classrooms …2.4.3 Empirical studies investigating tasks2.5 Limitations of the previous studies and justifications for thepresent study2.6 SummaryChapter 3 Theoretical Foundations3.1 Information Processing model and Output Hypothesis .3.1.1 Information Processing model3.1.2 Output in the integrated model of second language acquisition3.2 Ims model featuring noticing in relation to overall SLA processes3.3 The theoretical foundations for the present study3.4 SummaryChapter 4 Research Design4.1 Research questions and hypotheses4.2 Method4.2.1 Participants4.2.2 Linguistic target4.. Input materials used in the study4.2.4 Instruments4.2.5 Research design4.3 SummaryChapter 5 Results and Discussion5.1 The noticing issue5.1.1 Phase 1 underlining5.1.2 Phase 2 underlining5.1.3 Results from questionnaires and interviews5.1.4 Discussion5.2 The immediate uptake issues5.2.1 The immediate uptake5.2.2 The effect of task types5.. Results from questionnaires and interviews5.2.4 Discussion5.3 Effects of the three FonF approaches on promote learning5.3.1 The effects of the three FonF approaches on promoting learning in Phase 15.3.2 The effects of the three FonF approaches on promoting learning in Phase 25.3.3 The retention of the effects of the three FonF approaches on promoting learning5.3.4 The overall developmental trends of the four groups5.3.5 Results from questionnaires and interviews5.3.6 Discussion5.3.7 SummaryChapter 6 Conclusions6.1 Major research findings6.2 Implications for teaching6.2.1 Practicing FonF in L2 classrooms6.2.2 Use of textual enhancement in EFL context6.. Use of oral output in EFL context6.3 Limitations and suggestions for future research6.3.1 Limitations in general and suggestions for future research6.3.2 Limitations of the research design of the experiment6.3.3 Limitations of the TE treatment and suggestions for future research6.3.4 Limitations of the Oral Output treatment and suggestions for future research6.3.5 Other factors to be investigated in the future6.4 SummaryReferencesAppendices
抢购价:¥ 38.00
易购价:¥ 38.00
注:参加抢购将不再享受其他优惠活动
亲,很抱歉,您购买的宝贝销售异常火爆,让小苏措手不及,请稍后再试~
验证码错误
看不清楚?换一张
确定关闭
亲,大宗购物请点击企业用户渠道>小苏的服务会更贴心!
亲,很抱歉,您购买的宝贝销售异常火爆让小苏措手不及,请稍后再试~
查看我的收藏夹
非常抱歉,您前期未参加预订活动,无法支付尾款哦!
关闭
抱歉,您暂无任性付资格
继续等待
0小时0分
立即开通
SUPER会员