FLLTP 2013 2 1

: 1) ; 2) 5 (
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concept based instruction or notional syllabus

concept based approach
Lantolf
Galperin
systemic theoretical instruc-
tion Lantolf
Thorne2006 Lantolf2011 Gnem Gutirrez
Harun2011
Lai2011 Lee2012
Gnem Gutirrez Harun 2011 Negeruela
2003 Yanez Prieto2010
Lantolf Thorne2006
Richards Rodgers 2008


Littlemore2011
1 2012
Tyler

Richards Rodgers2008



1 1
2007 88 89
Richards Rodgers 2008 1 2





Wilkins 1976

 2 FLLTP 2013 2

2008 Lan-
tolf2011



Lantolf2006






2008


Pavlenko Lantolf2000 155
Lantolf 2011
Universal acquisition hy- Gnem Guitirez
pothesis Harun2011

Lantolf
Thorne2006



Lantolf Thorne 2006



1 3 rule of thumb

Lantolf
2011

a unit of be-
havior a unit of mind Pra- Slobin 2003
wat2000 268




1971 7



 FLLTP 2013 2 3

2
zone of proximal devel- Galperin
opment Lantolf2011 5 1 explana-
tion 2 Materialization 3 com-
municative activities 4 verbalization 5
internalization Lantolf2011 38
Lantolf2006 306

Neguerue-
la 2003 3 4
Lantolf Gnem Gutirrez Harun 2011
2011 verbalization materialization
2 1

Lai 2011


far past
far future
immediate
past immediate
future Borodistsky 2001

1

1 Lantolf
2011 41
2 2

 4 FLLTP 2013 2

Lantolf Thorne
2006 other eventsand it relates to the present time of
Lai 2011 1 speaking )
Lantolf 2011 2 5
Landtolf Thorne
2006 I You
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delarative knowl- Landtolf Thorne
edgy 2006


2 4


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3 1

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Harun 2011 106





( Aspect in English is how the speaker ex-
presses the completeness of an event Its up to the
speakers view and experience of that eventwheth-
er he reports the event as a whole complete one or
just some part of a whole situationor in relation to
 FLLTP 2013 2 5

Cook 1999 201

Howatt 1984
289 20



remedial 90
teaching 21








Su1997 Wang2000 Wen
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 6 FLLTP 2013 2

and the Genesis of Second Language Development Oxford

Oxford University Press
LeeH 2012 Concept based approach to second lan-

guage teaching and learning Cognitive linguistics in-

spired instruction of English Unpublished Doctoral Dis-

sertationThe Pennsylvania State University

LittlemoreJ 2011 Applying Cognitive Linguisitics to Second

Language Learning and Teaching New York Palgrave
4 Macmillan
Lantolf 2011 25 NegeruelaE 2003 A sociocultural approach to the teach-
ing learning of second languages Systemic theoretical
instruction and L2 development Unpublished Doctoral

DissertationThe Pennsylvania State University

PavlenkoA LantolfJ P 2000 Second language

learning as participation and the re construction of

selves In J P Lantolf ed Sociocultural Theory and

Second Language Learning pp 155 177 Oxford

Oxford University Press
Lantolf PrawatR S 2000 Dewey meets theMozart of psychol-
ogyin Moscow The untold story American Education
Research Journal 37 3 663 96
ReichenbachH 1947 Elements of Symbolic Logic New
York NY Macmillan

RichardJ C RodgersT S 2008 Approaches and

BorodistskyL 2001 Does language shape thought Man- Methods in Language Teaching second edition Cam-

darin and English speakersconceptions of time Cogni- bridge Cambridge University Press

tive Psychology 43 1 22 SlobinD I 2003 Language and thought online Cogni-

CookV 1999 Going beyond the native speaker in lan- tive consequences of linguistic relativity In D Gentner

guage teaching TESOL Quarterly 33 2 185 209 and S Goldin Meadow eds Language in Mind Ad-

Gnem GuitirezG A HarunH 2011 Verbaliza- vances in the Study of Language and Thought pp 157

tion as a mediational tool for understanding tense aspect 192 CambridgeMA MIT Press

marking in English An application of concept based in- SternH H 1983 Fundamental Concepts of Language

struction Language Awareness20 2 99 119 Teaching Oxford Oxford University Press

HowattA 1984 A History of English Language Teaching SuX J 1997 A Study of the changes of tertiary English

Oxford Oxford University Press majorsbeliefs Unpublished MA Thesis Nanjing Univer-

LaiW 2011 Concept based foreign language pedagogy sity

Teaching the Chinese temporal system Unpublished Doc- TylerA 2012 Cognitive Linguistics and Second Language

toral DissertationThe Pennsylvania States University Learning New York Routledge

LantolfJ P 2006 Sociocultural theory and L2 State of WangW Y 2000 An investigation into L1 use in the l2

the art SSLA28 67 109 writing process of tertiary level EFL learners in China

LantolfJ P 2008 Praxis and classroom L2 develop- Unpublished Ph D ThesisNanjing University

ment ELIA 8 13 44 WenQ F 1993 Advanced level English language learn-

LantolfJ P 2011 The sociocultural approach to second ing in China The relationship of modifiable learner varia-

language acquisition Sociocultural theory second lan- bles to learning outcomes Unpublished Ph D Thesis

guage acquisitionand artificial L2 development In D Hong Kong University

Atkinson ed Alternative Approaches to Second Lan- WilkinsD A 1976 Notional Syllabuses Oxford Oxford

guage Acquisition pp 26 47 University Press

LantolfJ P ThorneS L 2006 Sociocultural Theory 11

 FLLTP 2013 2 11

2006


2007 5
2
2011

2007 1
4 1999
1997
4
2 21
2002

2003 2
3 4 200092 1239

1999
1 )
2008 6

The Dual-track Mode of Education for Foreign Language Majors

Illustrated with MTI Education

by SONG Ying MA Qiuwu

Abstract: Commencing over 60 years agoforeign language teaching as a specialty education is currently a discipline with
the largest enrolment of undergraduate students in China The present paper begins with a general survey of the changing discipli-
nary orientations in foreign language teaching over the past yearsthen explicates the establishment of the dual track mode of
foreign language educationnecessitates the correction of several erroneous conceptions and policies when implementing the dual
track modeexamines the disciplinary planning for the foreign language specialtyand finally elucidates the principles to follow
and the problems to avoid when employing the dual track mode
Key Words: education for foreign language majors; academic master; professional master; dual track mode

6 2
Yanez PrietoM D C 2010 Authentic instruction in lit-
2008 20
erary worlds Learning the stylistics of concept based 3
grammar Language and Literature19 1 59 75 100089 2 45
1971

)
2007

2001

A Critical Evaluation of the Theory and Practice of Concept-based Instruction

by WEN Qiufang

Abstract: The paper critically evaluates Concept-Based Instruction ( CBI) in terms of its theory and practicewhich is a
newly-emerging foreign language teaching ( FLT) approach at the beginning of this century The paper includes four sections
Section One analyzes its theoretical views about languagelearning and teaching; Section Two describes five phases of CBI which
includes explanationmaterializationcommunicative activities verbalizationand internalization; Section Three presents the au-
thorsreflections on the advantages and disadvantages of CBI for our FLT and Section Four briefly describes the future of CBI
Key words: foreign language teachingsociocultural theorycognitive linguisticsConcept-Based Instruction