This focuses on the passive voice belonging to the range of middle-level grammar in Korean, aiming to improve the second language learning efficiency through designing tasks focusing on input enhancement. Passive voice in Korean is grammatically...
This focuses on the passive voice belonging to the range of middle-level grammar in Korean, aiming to improve the second language learning efficiency through designing tasks focusing on input enhancement. Passive voice in Korean is grammatically and expressively different from other grammatical phenomena in Korean. There’s relatively close connection between its grammatical structure and meaning. Therefore, relation between the grammatical structure and meaning is further emphasized in teaching process.
Considering the grammatical structure and the meaning, this suggests integrating the combination of three input stage aiming methods in focus-on-form teaching, i.e., input processing, input enhancement and input flooding into stage tasks to draw learners’ attention, build connection between language structure and meaning to gain acquisition of grammatical structure of second language.
Moreover, according to the mode of grammar learning, traditional grammar teaching is unilaterally managed by the teacher and the learners have to learn passively. It strengthens the domination of the teacher in language learning but ignores the learner’s initiative and ability of cognizance of language. Along with the development of linguistic psychology, focus of second language education has shifted gradually. For fully making use of the subjective initiative of the learner, targeted task based on the ability of cognizance becomes extremely important. Therefore, this divides the grammar task process into four stages, i.e. grammar access stage, understanding and constructing stage, grammar structuring stage and reconstructing stage. At this stage, respectively adopt the three methods of focus-on-form teaching, i.e., input process, input enhancement and input flooding to build a grammatical structure, which can make learners be able to understand the meaning while concentrating on learning.
This emphasizes the integration of grammar learning and cognition process. Though without actual teaching experiment, it theoretically emphasizes the integration of meaning and consciousness of grammatical structure and presents new task mode. However, on this basis, practical application, combining with specific grammatical phenomena and grammatical structure, is necessary for designing corresponding task content.
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