一线华语教师应具备的知识与教学应用分享
THE KNOWLEDGE THAT FRONT-LINE CHINESE TEACHERS SHOULD POSSESS AND APPLICATION IN CLASSROOM
关键词:
华语教学, 教学理论, 认知科学, 教学应用摘要
近年来华语教学受到国际上外语教学瞩目。在英文为外语或二语的研究基础下，华语教学界亦研发出适合华语之教学模式，并针对华语特性开发出众多教材。然而在第二语言的「学习」领域中，许多研究者也期盼能借鉴一语（或母语）的「习得」让语言的获得更有效率。这其中统计学习在1999年由Dr. Saffran提出后引起语言学、人类学、认知学等领域的重视。Saffran透过大量经验研究来验证人脑的统计学习机制与语言习得的关系。本文以此为基础，除重新审视语言习得与统计学习外，并以一线教学的经验提出统计学习上的运用建议及限制。
参考
《中文书目》
王赞育，陈振宇（2015）统计学习机制在语言习得中的角色及其对第二语教学的可能启发。华语文教学研究，12.4:11-44
陈振宇。2013。学语言是学到了什么？从语言的多面向样貌探讨语言教学的新路径。台湾华语教学研究，第7期，1-12。
《英文书目》
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Dimroth, C. （2018）. Beyond statistical learning: Communication principles and language internal factors shape grammar in child and adult beginners learning Polish through controlled exposure. Language Learning, 68（4）, 863-905.
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Siegelman, N., & Frost, R. （2015）. Statistical learning as an individual ability: Theoretical perspectives and empirical evidence. Journal of Memory and Language, 81, 105–120.
Siegelman, N., Bogaerts, L., Christiansen, M. H., & Frost, R. （2017）. Towards a theory of individual differences in statistical learning. Philosophical Transactions of the Royal Society of London, Series B, Biological sciences, 372（1711）, 20160059.
Slone, L. K., & Johnson, S. P. （2018）. When learning goes beyond statistics: Infants represent visual sequences in terms of chunks. Cognition, 178, 92-102.
Thiessen, E. D., & Saffran, J. R. （2003）. When cues collide: Use of stress and statistical cues to word boundaries by 7-to 9-month–old infants. Developmental Psychology, 39（4）, 706–716.
Thiessen, E. D., Hill, E. A., & Saffran, J. R. （2005）. Infant directed speech facilitates word segmentation. Infancy, 7, 49–67.
Toro, J. M., Sinnett, S., & Soto-Faraco, S. （2005）. Speech segmentation by statistical learning depends on attention. Cognition, 97（2）, B25–B34.
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