第二語言習得與教師所扮演的角色：在學習者的日本語習得過程中教師能如何參與？

Second Language Acquisition and the Teacher's Role: How can a teacher take part in a learner's acquisition process?

長友和彦(Kazuhiko Nagatomo)

《台灣日本語文學報》 19期 (2004/12) Pp. 77-94

摘要

所謂語言的習得，是指學習者在接觸第二語言時，將其中一部分透過自我處理進而接受之時得以實現。這過程是學習者內部的心理過程。一般而言是無法觀察的。在這過程中語言教師是否能參與其中呢？若能參與，則表示教師在語言習得過程中扮演了重要的角色。但具體而言教師能如何參與呢？本論文將藉由，從學習者對目標語言形式的「自我察覺（Noticing）」開始乃至學習者使用該語言形式的語言學習過程當中，教師能夠實際參與的事例來加以說明。亦即是闡述教師的參與，對促進學習者的語言習得産生了相當大的作用。其參與的方法如以下四點所述。（1）創造促進語言習得的情境。（2）與語言形式相關的教學。（3）使用能促進學習者自我察覺的文法説明（metalanguage）。（4）誘導學習者產出（output）的誤用訂正。

關鍵字

與語言形式相關的教學 ； 自我察覺 ； metalanguage ； 誤用訂正 ； 學習者的産出（output）

並列摘要

Second language acquisition is believed to occur when a learner takes in any second language data exposed to him/her. It is the learner's internal psychological process and in general not observable. Can a language teacher play any role in second acquisition by taking pan in the acquisition process? If (s)he can, how can (s)he actually take part in the process?This paper shows a case where the teacher in fact plays a significant role in second language acquisition by taking pan in the acquisition process of noticing and an output of the target language form by the learner. The four phases of the process which a language teacher can take part in are summarized as follows:(l) creation of a linguistic context that can promote second language acquisition.(2) instruction of target language forms.(3) use of meta-language that contributes to noticing by a learner. and(4) error correction to elicit a learner's output.

並列關鍵字

formal instruction ； noticing ； error correction ； learner's output

參考文獻

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