تدريس

وحدات تعليمية لتدريس العربية كلغة ثانية/أجنبية
  • الرئيسية
  • عن المشروع
  • الوحدات
    • تدريس النطق العربي
    • اللغة البينية
    • في تعزيز الملاحظة االلغوية
    • التصحيح الموجه في تدريس مهارة الكتابة
    • التعليم القائم على المحتوى
    • استخدام الموسيقى في تدريس العربية
    • القراءة الجهرية
  • المساهمون
  • للاتصال بنا
  • Project Survey

مراجع إضافية مقطرحة

  • Baars, B. J. (1997a). In the theatre of consciousness: Global workspace theory, a rigorous scientific theory of consciousness. Journal of Consciousness Studies, 4, 292–309.
  • Bardovi-Harlig, K., & Reynolds, D. (1995). The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29, 107-131.
  • DeKeyser, R. M. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.) The handbook of second language acquisition (pp. 313-348). Malden, MA: Blackwell.
  • Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). New York: Cambridge University Press.
  • Ellis, R. (1995). The study of second language acquisition. Oxford: Oxford University Press.
  • Ellis, R. (1996). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105.
  • Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305-352.
  • Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Gass, S. (1999). Discussion: Incidental vocabulary learning Studies in Second Language Acquisition, 21, 319-333.
  • Hanaoka, O. (2007). Output, noticing, and learning: An investigation into the role of spontaneous attention to form in a four-stage writing task. Language Teaching Research, 11, 459-479.
  • Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 24, 541-577.
  • Izumi, S., & Biglow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34, 239-278.
  • Jiménez, L. (2003). Intention, attention, and consciousness in probabilistic sequence learning. In L. Jiménez (Ed.), Attention and Implicit Learning (pp. 43-68). Philadelphia: John Benjamins.
  • Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, C. Kramsch, & R. Ginsberg (Eds.), Foreign language research in a cross-cultural perspective. (pp. 39-52). Amsterdam: John Benjamins.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press.
  • Paradis, M. (2009). Declarative and procedural determinants of second languages. Philadelphia: John Benjamins.
  • Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 1, 17-46.
  • Schmidt, R. W. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 11, 129-158.
  • Schmidt, R. W. (1994). Implicit learning and the cognitive unconsciousness: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages. (pp. 165-209). London: Academic Press.
  • Schmidt, R. W. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
  • Schmidt, R. W., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237-326). Rowley, MA: Newbury House.
  • Sharwood Smith, M. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Second Language Research, 7, 118-132.
  • Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179.
  • Trahey, M., & White, L. (1993). Positive evidence and preemption in the second language classroom. Studies in Second Language Acquisition, 15, 181-204.
  • VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex.
  • VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52, 755-803.
  • VanPatten, B. (2004). Input processing in SLA. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5-32). Mahwah, NJ: Lawrence Erlbaum Associates.
  • VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-243.
  • Wong, W. (2005). Input enhancement: From theory and research to the classroom. Boston: McGraw Hill.

في تعزيز الملاحظة اللغوية في تعلم العربية: مقترب التركيز على الشكل

  • المحتويات
  • الباب الأول
    • مقدمة
    • ١. الدعامتان النظريتان لمقترب التركيز على الشكل
    • ٢. لمحة تاريخية عن مقترب التركيز على الشكل
    • ٣. الأبعاد المنهجية لمقترب التركيز على الشكل
    • ٤. أشكال مقترب التركيز على الشكل
  • الباب الثاني
    • ١.غزارة المدخل
    • ٢. المبادئ الأساسية لغزارة المدخل
      • ٣. الاستخدام الأمثل لغزارة المدخل
    • ٤. الخطة الدرسية الأولى لغزارة المدخل مع تدريبات لتركيز الملاحظة اللغوية لجملة الصفة في المستوى المتقدم الأدنى
  • ٥. الخطة الدرسية الثانية لغزارة المدخل مع تدريبات لتركيز الملاحظة اللغوية للمصدر في المستوى المتوسط الأدنى
  • الباب الثالث
    • ١. تعزيز النص
    • ٢. المبادئ الأساسية لتعزيز النص
    • ٣. الاستخدام الأمثل لتعزيز النص
    • ٤. الخطة الدرسية الأولى لتعزيز النص مع تدريبات لتركيز الملاحظة اللغوية لنون النسوة ونون الفعل في جمع المؤنث في المستوى المتقدم الأدنى
  • مراجع إضافية مقترحة
The University of Texas at Austin
Center for Open Educational Resources & Language Learning (COERLL)
Creative Commons License

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MENU
  • الرئيسية
  • عن المشروع
  • الوحدات
    • تدريس النطق العربي
    • اللغة البينية
    • في تعزيز الملاحظة االلغوية
    • التصحيح الموجه في تدريس مهارة الكتابة
    • التعليم القائم على المحتوى
    • استخدام الموسيقى في تدريس العربية
    • القراءة الجهرية
  • المساهمون
  • للاتصال بنا
  • Project Survey

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