POA

系统调节

long的互动假说

互动

支架 

注意假说  The noticing hypothesis

注意是将输入转化为吸收的充要条件。

修正后的观点：注意多，学得多

（more noticing leads to more learning）

影响注意的因素：

1.接触语言结构的频率

2.语言结构的感知凸显度

3.教学策略的吸引力

4.处于可以注意到某特定语言结构的状态

5.任务要求

加工指示（processing Instruction）：

强制学习者在听或阅读时注意语言形式与意义的关联，或形式与功能的关联，促学效果明显。

遮蔽与注意阻碍

遮蔽(overshadowing)：一个语言特征遮蔽另一语言特征因后者表达意义是多余的。

 Yesterday  he played basketball.实义祠yessterday遮蔽过去时标识 -ed（例:中国人为什么很难学会英语中的单复数和过去式)

遮蔽导致学得注意，也称注意阻碍（attention blocking）

遮蔽和注意阻碍影响二语学习，因为本族语被反复使用而趋于僵化。（so 成年人学习二语普遍失败？）

工作记忆与二语习得

工作记忆（working memory）包含两个成分：

1）短时记忆或信息的瞬时存储

2) 控制执行任务所需的信息，即对信息的加工、处理。（主要功能）

工作记忆与二语整体水平之间的相关不是特别显著，但是与阅读理解和词汇学习相关。也有研究表明工作记忆强的学习者更能注意到那些对语言交流显得多余的语素。

class 23

2017 revised one 

poa team have a talk with the scholar from the all over the world

go to Viena to discuss the POA

receive the recognization

the theoretical system of POA

three components： princples, hypothesie,process of the teaching :interaction with the teacher-guided/mediated , more directly,

reading :also out-put

learner-centered in Western countries,

Learning -centered:China , double-centered principe:learning is the major one involving the teacher and the students:if the student can learn well or not!every subject has the responsbility of whole education.which is an implicit activities, the knowledge teaching is the explicit activities!being a teacher should know that you are bulding the whole person of every students!

the 2nd lang teachinge, not 2nd language acquization

assessment is a part of learning 

gaps in language and structure and ideas,create a state of hangery

instant assessment and delayed assessment,

促成：self.peer-assessment , teacher offer a model!, collaborative,machine asssessment

focuse on one point to correct , 

teacher engagement.

black box