دانلود کتاب Form-Focused Instruction and the Advanced Language Learner: On the Importance of the Semantics of Grammar

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Contents 7
Acknowledgements 13
Introduction 15
PART I: FOCUS ON FORM 19
Chapter One: On the importance of noticing: attention 21
1. Selectivity of attention 22
1.1. Attentional selectivity: main research paths to date 22
1.1.1. Focusing in controlled vs. automated processing 27
1.1.2. Extensive and intensive attention 29
1.2. Working memory and attention 32
2. The problem of consciousness 38
2.1. The easy problems of consciousness 40
2.2. The hard problem of consciousness – Chalmers’ dualism vs. Dennett’s physicalism 47
2.3. Dual Process Theories 51
2.3.1. Epstein’s Cognitive-Experiential Self-Theory 51
2.3.2. Bargh and Wegner’s automatic processing 53
2.3.3. Chaiken’s heuristic and systematic information processing 53
3. Attention and language learning 54
3.1. Attentional selectivity in language processing 54
3.1.1. Selectivity in language processing. Treisman revisited 54
3.1.2. Attentional selectivity in language learning. The constraints on the process 63
3.1.2.1. Selectivity in input processing. Form/meaning trade-off effects 64
3.1.2.2. Selectivity in output processing 69
3.2. On noticing. The problem of conscious awareness 73
3.2.1. The Noticing Hypothesis – strong and weak versions 74
3.2.2. The levels of conscious awareness 76
3.2.2.1. Awareness on the level of noticing 76
3.2.2.2. Awareness on the level of understanding 81
3.2.2.3. The strong version of the Noticing Hypothesis. A discussion 84
3.2.4. Constraints on noticing 90
Chapter Two: Language instruction: Theoretical underpinnings and practical options 97
1. Implicit and explicit learning 100
1.1. Implicit learning 100
1.1.1. Defining the implicit. The terminological hoax 101
1.1.2. Implicit learning paradigms 106
1.1.3. Implicit learning and educating intuition 113
1.2. Explicit learning 115
1.2.1. Defining the explicit 115
1.2.2. Explicit learning paradigms and models 119
2. Implicit and explicit learning of languages 126
2.1. Implicit language learning 127
2.1.1. Deductive implicit models: the Identity Hypothesis and UG-based approaches 127
2.1.2. Inductive-implicit models: the Interlanguage Theory, the Monitor Model and the Competition Model 130
2.1.3. Acquisition by Processing – the APT model 137
2.2. Explicit language learning 140
2.2.1. Input Processing (IP) 140
2.2.2. Output/interaction-based approaches 142
2.2.3. Language as a cognitive skill 144
2.2.4. Theoretical underpinnings of instructed learning 146
3. Focus-on form: pedagogical options 152
3.1. Comprehensible-input language pedagogy 153
3.2. Input enhancement 155
3.3. Consciousness Raising 158
3.4. Explicit focus on form: the experiential classroom 167
3.5. Explicit focus-on-form – direct instruction 171
4. What kind of focus on form? Learner individual differences and object-of-study constraints 177
4.1. Focus on form or focus on forms? 177
4.2. Learner constraints on form-focused instruction. Individual differences 182
4.2.1. Language aptitude and working memory as individual differences 182
4.2.2. Learning styles and instruction 186
4.3. Object-of-study constraints 190
PART II: FOCUS ON FORM 195
Chapter Three: The meaning of meaning 199
1. Introduction to meaning. The cognitive perspective 199
1.1. Prototype semantics 200
1.2. Conceptual and spatial semantics; Jackendoff’s model (2002, 2004) 202
2. Holistic semantic models 208
2.1. Mental spaces 208
2.2. Frames and cultural models 213
2.2.1. Cognitive frames 217
2.2.2. Interactional frames 218
2.3. Scripts 221
3. Holistic semantic models: the intra- and inter-space processes 225
3.1. Mappings 225
3.2. Perspective 226
3.2.1. Perspective in the scope of predication 227
3.2.2. Perspective in discourse 231
3.3. Profile 232
3.4. Active zones 234
4. Conceptual Integration Theory 237
5. Dynamic aspects of online meaning construction: frame shifting and conceptual blending 239
5.1. Conceptual blending 240
5.2. Frame shifting 246
Chapter Four: Focus on the semantics of the English tense-aspect system 251
1. Tense and aspect – the preliminaries 252
1.1. Tense 253
1.1.1. The timeline and the basic temporal concepts 253
1.1.2. The controversies 257
1.1.3. Tense as a grammatical category 261
1.2. Aspect 261
1.2.1. Perfective vs. imperfective 261
1.2.2. The perfect aspect 263
1.2.3. Lexical aspect 264
1.3. Tense and aspect. The grams 269
2. The English tense and aspect as grammatical categories. The prototype effects 273
2.1. The past tense 273
2.2. The present tense 276
2.3. The future tense 281
2.4. The progressive and the perfect aspects 283
2.5. Prototypicality effects in time orientation 288
3. Perspectivisation of the English tense and aspect 291
3.1. Tense as deixis: the present tense hoax 292
3.2. Simple totalities vs. complex partialities: the optimality/egocentricity issue 296
3.3. What the perfects have in common 298
3.4. Tense as a reference point construction: the perspective of mental space architecture 300
3.5. Temporal and aspectual profiles; the notion of re-profiling 303
4. The CIT perspective on the semantics of English temporal expressions 308
PART III: FOCUS ON FORM-MEANING CONNECTIONS IN THE ENGLISH TENSE-ASPECT SYSTEM 313
Chapter Five: Organic Approach Deductivised: Towards a research design 315
1. Form-meaning mappings in the tense-aspect system. Research to date 315
1.1. Contextualising the OAD studies 316
1.2. Form-to-function studies of the acquisition of the temporal system 317
1.2.1. The acquisitional sequence studies 317
1.2.2. Aspect Hypothesis (AH) studies 320
1.2.3. Discourse Hypothesis studies. Bardovi-Harlig’s (1998, 2000) aspect-and-narrative approach 323
1.3. The focus-on-form perspective on time-talk acquisition 325
2. Linguistic perspectives on form-focus pedagogy. Construction grammar as an option 330
2.1. Grammar theories to date and their impact on pedagogical grammar 331
2.2. The Lexical Approach – potential shortcomings 337
2.3. Construction Grammar (CxG) – an overview 341
2.4. Construction Grammar as the theoretical backbone of grammar pedagogy 342
3. Organic Approach Deductivised 345
3.1. The advanced language learner. Indentifying the problem 346
3.2. Form-form and form-meaning discrepancy in the advanced language classroom 347
3.2.1. The deductive, linear approach: the main culprit? 348
3.2.2. The organic, input-based approaches: another culprit? 351
3.3. Teaching the semantics of grammar. The treatment 354
Chapter Six: Implementing Organic Approach Deductivised: The studies 361
1. Research design 361
1.1. Research questions and hypotheses 362
1.2. Research variables 363
1.3. Research participants 363
1.4. The treatment 366
1.5. Research instruments, data and NS/NNS calculation procedures 368
1.5.1. The test format and the data collection procedures 368
1.5.2. The NS/NNS gap calculation procedure: distance in multidimensional spaces 371
2. Research implementation 373
2.1. Research chronology 373
2.2. Studies 1 and 2 374
2.2.1. Pre-test results 374
2.2.2. Post-test results 379
2.2.3. Delayed post-test results 385
2.3. Study 3 403
3. Organic Approach Deductivised: a discussion 416
3.1. Analysis of test results 416
3.2. Conclusions 425
FOCUS ON THE SEMANTICS OF GRAMMAR: CONCLUSIONS AND IMPLICATIONS 429
BIBLIOGRAPHY 439
APPENDIX 1 477
APPENDIX 2 483
APPENDIX 3 499