外语学习中的意识与形式意义匹配

Chapter 1 Introduction / 1 1.1 Clearing the Ground / 1 1.2 The Scope of the Present Study / 4 1.3 The Goal and Significance of the Present Study / 5 1.4 The Format of the Present Study / 5Chapter 2 An Integrated Model of Foreign LanguageLearning / 7 2.1 Input Processing in SLA / 8 2.2 Output Processing / 22 2.3 An Integrated Model of Foreign Language Learning / 28Chapter 3 Psycholinguistic Rationale for LanguageComprehe
ion and Production Process / 31 3.1 Language Comprehe
ion and SecondLanguage Learning / 32 3.2 Speech Comprehe
ion Processes / 38 3.3 Teaching Methodolodgies that Aim to PromoteComprehe
ion / 44 3.4 Production and L2 Learning / 46 3.5 Levelt's Speech Production Model / 47 3.6 Speech Production and L2 Learning / 50 3.7 Teaching Methodologies that Highlight LanguageProduction / 52 3.8 Concluding Remarks / 53Chapter 4 Attention, Awareness and Foreign LanguageLearning / 55 4.1 Co
ciousness and Its Relevance to SLA / 56 4.2 Attention and Foreign Language Learning / 57 4.3 Awareness / 67 4.4 Conclusion / 73Chapter 5 Research Methodology / 75 5.1 Research Questio
/ 75 5.2 Research Design / 77 5.3 Summary / 82Chapter 6 Results and Discussion / 83 6.1 Reformulation of Research Questio
/ 83 6.2 Data Analysis / 84 6.3 Results / 85 6.4 Discussion / 113Chapter 7 Conclusion / 129 7.1 Major Findings / 129 7.2 Theoretical Significance / 132 7.3 Pedagogical Implicatio
/ 134 7.4 Methodological Significance / 136 7.5 Limitatio
and Further Research / 136Bibiliography / 138Appendices / 150

《外语学习中的意识与形式意义匹配》从语言输入与语言输出加工出发，结合认知科学和心理语言学，以跨学科的视角探求并试图揭示制约外语学习者语言学习的根本因素，并通过实证研究的方式对其加以验证，因此本书兼具理论和实践意义。在理论上，本书不仅指出意识对外语学习具有促进作用，同时还证实学习者对形式意义进行匹配的主观意识能在最大程度上促进学习者的语言发展，而本书中提出的外语学习整合模型更是一大理论创新。在实践方面，本书的研究成果有助于提高外语学习者和外语教学工作者对外语学习过程的认识和理解，无论是对外语学习还是外语教学都有相当的启发作用。
《外语学习中的意识与形式意义匹配》可供相关领域的学者、研究生等参考使用。