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《外语学习中的意识与形式意义匹配(英文版)》在回顾语言输入与语言输出过程对学习者中介语发展影响的基础上，指出无论是语言输入还是语言输出，其对学习者中介语发展的促进作用主要归因于这两个过程引发的句法加工模式。当学习者优先使用的语义加工模式无法帮助他们弥补因相关中介语知识空缺而造成的编码或解码障碍时，学习者不得不转而求助于依赖特定语言形式进行编码或解码的句法加工模式，这一模式迫使学习者给予语言形式以更多的注意力资源，并对其进行更深层次的加工，即更多地关注语言形式与意义的匹配，作者提出正是学习者在语言加工过程中对语言形式和意义的匹配制约着其中介语的发展。而认知科学对注意和意识的研究发现这两个认知因素与学习者对语言输入的滤入和加工处理有着千丝万缕的联系，因此作者刘秋芬进一步探讨了注意和意识在外语学习中的作用以及不同层面的意识对学习者在语言加工过程中进行形式意义匹配的相互关系，并通过实证的方式对其加以验证。

内容简介

刘秋芬编著的《外语学习中的意识与形式意义匹配》从语言输入与语言输出加工出发，结合认知科学和心理语言学，以跨学科的视角探求并试图揭示制约外语学习者语言学习的根本因素，并通过实证研究的方式对其加以验证，因此本书兼具理论和实践意义。在理论上，本书不仅指出意识对外语学习具有促进作用，同时还证实学习者对形式意义进行匹配的主观意识能在*程度上促进学习者的语言发展，而本书中提出的外语学习整合模型更是一大理论创新。在实践方面，本书的研究成果有助于提高外语学习者和外语教学工作者对外语学习过程的认识和理解，无论是对外语学习还是外语教学都有相当的启发作用。《外语学习中的意识与形式意义匹配》可供相关领域的学者、研究生等参考使用。

目　　录

Chapter 1 Introduction
1.1 Clearing the Ground
1.2 The Scope of the PresentStudy
1.3 The Goal and Significance of the PresentStudy
1.4 The Format of the PresentStudy
Chapter 2 An Integrated Model of ForeignLanguageLearning
2.1 Input Processing in SLA
2.2 Output Processing
2.3 An Integrated Model of Foreign LanguageLearning
Chapter 3 Psycholinguistic Rationale forLanguageComprehe ion and Production Process
3.1 Language Comprehe ion and SecondLanguageLearning
3.2 Speech Comprehe ionProcesses
3.3 Teaching Methodolodgies that Aim toPromoteComprehe ion
3.4 Production and L2 Learning

Chapter 1  Introduction  
  1.1  Clearing the Ground    
  1.2  The Scope of the Present
Study    
  1.3  The Goal and Significance of the Present
Study    
  1.4  The Format of the Present
Study    
Chapter 2   An Integrated Model of Foreign
LanguageLearning  
  2.1  Input Processing in SLA    
  2.2  Output Processing    
  2.3  An Integrated Model of Foreign Language
Learning    
Chapter 3   Psycholinguistic Rationale for
LanguageComprehe ion and Production Process  
  3.1  Language Comprehe ion and SecondLanguage
Learning    
  3.2  Speech Comprehe ion
Processes    
  3.3  Teaching Methodolodgies that Aim to
PromoteComprehe ion    
  3.4  Production and L2 Learning    
  3.5  Levelt's Speech Production
Model    
  3.6  Speech Production and L2
Learning    
  3.7  Teaching Methodologies that Highlight
LanguageProduction    
  3.8  Concluding Remarks    
Chapter 4  Attention, Awareness and Foreign
LanguageLearning  
  4.1  Co ciousness and Its Relevance to
SLA    
  4.2  Attention and Foreign Language
Learning    
  4.3  Awareness    
  4.4  Conclusion    
Chapter 5 Research Methodology  
  5.1  Research Questio     
  5.2  Research Design    
  5.3  Summary    
Chapter 6  Results and Discussion  
  6.1  Reformulation of Research
Questio     
  6.2  Data Analysis   
  6.3  Results    
  6.4  Discussion    
Chapter 7 Conclusion  
  7.1  Major Findings    
  7.2  Theoretical Significance    
  7.3  Pedagogical
Implicatio     
  7.4  Methodological
Significance    
  7.5  Limitatio  and Further
Research    
Bibiliography  
Appendices

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　　2.1 Input Processing in SLA
　　2.1.1 Clarifications on Input and Intake
　　It is advisable that two key concepts,namely input andintake,which stand in close relationship with the forthcomingdiscussions on input processing,should be clearly defined at theoutset.
　　Input has long been assigned a significant place in L2research,and its significance is best encapsulated byGass(1997:1):
　　"The concept of input is perhaps the single most importantconcept of second language acquisition.It is trivial to point outthat no individual can learn a second language without input ofsome sort.In fact,no model of second language acquisition does notavail itself of input in trying to explain how learners createsecond language grammars."
　　In contrast,the term intake,though of great theoretical value,hasscarcely been accorded due attention until recent years.Functioningas the mediating process between the target language available tolearners as input and the learners'internalized set of L2 rules andstrategies for second language development,intake was characterizedby Chaudron(1985)as involving three stages:1)the initial stages ofperception of input,2)the subsequent stages of decoding andencoding of the semantic(communicated)information into long-termmemory,and 3)the series of stages by which learners fully integrateand incorporate the linguistic information in input into theirdeveloping grammars.Rather than consider intake as a single eventor product,Chaudron(1983a,1985)labeled intake as a complexphenomenon of information processing that consists of a continuumfrom preliminary intake to final intake.However,followingChaudron's three-stage distinction,it might be more appropriate toidentify the continuum as ranging from perceptual intake,semanticintake to morphosyntactic(or linguistic)intake respectively.

2.1 Input Processing in SLA 
　　2.1.1 Clarifications on Input and Intake 
　　It is advisable that two key concepts,namely input and
intake,which stand in close relationship with the forthcoming
discussions on input processing,should be clearly defined at the
outset. 
　　Input has long been assigned a significant place in L2
research,and its significance is best encapsulated by
Gass(1997:1): 
　　"The concept of input is perhaps the single most important
concept of second language acquisition.It is trivial to point out
that no individual can learn a second language without input of
some sort.In fact,no model of second language acquisition does not
avail itself of input in trying to explain how learners create
second language grammars." 
　　In contrast,the term intake,though of great theoretical value,has
scarcely been accorded due attention until recent years.Functioning
as the mediating process between the target language available to
learners as input and the learners'internalized set of L2 rules and
strategies for second language development,intake was characterized
by Chaudron(1985)as involving three stages:1)the initial stages of
perception of input,2)the subsequent stages of decoding and
encoding of the semantic(communicated)information into long-term
memory,and 3)the series of stages by which learners fully integrate
and incorporate the linguistic information in input into their
developing grammars.Rather than consider intake as a single event
or product,Chaudron(1983a,1985)labeled intake as a complex
phenomenon of information processing that consists of a continuum
from preliminary intake to final intake.However,following
Chaudron's three-stage distinction,it might be more appropriate to
identify the continuum as ranging from perceptual intake,semantic
intake to morphosyntactic(or linguistic)intake respectively. 
　　Once this is accepted,the distinction between input and intake
seems to be much more self-evident.While input refers to the
linguistic data that learners are exposed to,that is,the target
language that learners experience in its all manifestations; intake
refers to the process and product of the part of input that
actually"goes in"and plays a role in language learning.Then the
long-standing misconception about input being interpreted in terms
of comprehension(involving the decoding of particular messages
which have been encoded in linguistic form)and acquisition(the
creation of new mental structures which is generally termed as
grammatical competence)can be more readily replaced by Frch and
Kasper's(1980: 64)distinction between intake that is simply reduced
and decoded as communication,and intake"as relating to
learning(that)refers only to input on the basis of which the
learner forms her hypotheses about the L2 rules and tests them out
subsequently". 
　　Despite the fact that not all of the intake is automatically fed
into the acquired system,Chaudron(1985)suggested that intake that
identifies learners as active agents in acquiring the target
language constitutes input processing,a lack of intake which takes
up only a very limited portion of bombarding input surrounding
learners undoubtedly means a closedown of the pathway towards the
development of their interlanguage.Yet this by no means denies the
necessity of input serving as the data source on which learners
work. 
　　With the above clarifications on input and intake made,the
reality that both terms have been persistently used in great
confusion does not change in the slightest.As most researchers have
used the term input either for the TL surrounding learners and
available for intake,or as a synonym for intake,the following
review of input processing studies will demonstrate the developing
tendency of the separation of the two terms and the shift of focus
from input to intake. 
　　……

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