重形式教学的演变——从朗的原始概念到当代诠释
The Evolution of Focus on Form—From Long’s Original Conception to Contemporary Interpretations
摘要: 本研究系统梳理了第二语言习得(SLA)领域中重形式教学(Focus on Form, FonF)的理论演进历程。从朗(Michael Long)提出的初始理论框架出发，本文详细考察了重形式教学理念从20世纪80年代末至今的发展轨迹。通过深入分析以朗和埃利斯(Rod Ellis)为代表的学者的理论观点，本文揭示了重形式教学如何从任务型语言教学中的一种具体教学策略，逐步发展成为涵盖多元教学程序的系统方法。研究重点凸显了重形式教学理论的三个关键性突破：从全形式教学和重意义教学的对立走向有机统一、从单一教学方法发展为系统化的教学程序集合，以及从局限于任务型教学扩展到更广泛的教学情境。此外，本文深入探讨了该理论在实践应用中存在的局限性，并指出了未来研究的可能方向，包括实验设计的完善、概念界定的统一以及针对特定语言形式的教学效果评估等。
Abstract: This study systematically traces the theoretical evolution of Focus on Form (FonF) in the field of second language acquisition. Beginning with Long’s (Michael Long) initial theoretical framework, this paper examines the developmental trajectory of FonF from the late 1980s to the present. Through an in-depth analysis of theoretical perspectives from scholars represented by Long and Ellis (Rod Ellis), this study reveals how FonF has evolved from a specific teaching strategy within Task-Based Language Teaching into a systematic approach encompassing diverse pedagogical procedures. The research highlights three key theoretical breakthroughs in FonF: the shift from the dichotomy between pure form-focused and meaning-focused instruction towards their organic integration, the development from a single teaching method to a systematic set of pedagogical procedures, and the expansion from the confines of task-based teaching to broader instructional contexts. Additionally, this paper explores the limitations in practical applications of FonF and suggests future research directions, including the refinement of experimental design, the unification of conceptual definitions, and the evaluation of teaching effectiveness for specific linguistic forms.
文章引用：胡敏思. 重形式教学的演变——从朗的原始概念到当代诠释[J]. 现代语言学, 2025, 13(1): 308-315. https://doi.org/10.12677/ml.2025.131044

参考文献

[1] Long, M.H. (1988) Instructed Interlanguage Development. In: Beebe, L., Ed., Issues in Second Language Acquisition: Multiple Perspectives, Newbury House Publishers, 115-141.
[2] Long, M.H. (1991) Focus on Form a Design Feature in Language Teaching Methodology. In: de Bot, K., Ginsberg, R.B. and Kramsch, C.J., Eds., Foreign Language Research in Cross-Cultural Perspective, J. Benjamins Pub. Co, 39-52. [Google Scholar] [CrossRef] 
[3] Long, M.H. and Robinson, P. (1998) Focus on Form Theory, Research, and Practice. In: Doughty, C.J. and Williams, J., Eds., Focus on Form in Classroom Second Language Acquisition, Cambridge University Press, 15-41.
[4] Long, M.H. (2000) Focus on Form in Task-Based Language Teaching. In: Lambert, R.D. and Shohamy, E., Eds., Language Policy and Pedagogy, John Benjamins Publishing Company, 35-48. [Google Scholar] [CrossRef] 
[5] DeKeyser, R.M. (1998) Beyond Focus on Form: Cognitive Perspectives on Learning and Practicing Second Language Grammar. In: Doughty, C.J. and Williams, J., Eds., Focus on Form in Classroom Second Language Acquisition, Cambridge University Press, 42-63.
[6] Ellis, R., Basturkmen, H. and Loewen, S. (2002) Doing Focus-on-Form. System, 30, 419-432. [Google Scholar] [CrossRef] 
[7] Ellis, R. (2016) Focus on Form: A Critical Review. Language Teaching Research, 20, 405-428. [Google Scholar] [CrossRef] 
[8] Long, M.H. (2015) Second Language Acquisition and Task-Based Language Teaching. Wiley-Blackwell.
[9] Swain, M. (1998) Focus on Form Through Conscious Reflection. In: Doughty, C.J. and Williams, J., Eds., Focus on Form in Classroom Second Language Acquisition, Cambridge University Press, 64-82.
[10] Doughty, C.J. and Williams, J. (1998) Focus on Form in Classroom Second Language Acquisition. Cambridge University Press.
[11] Ellis, R. (2022) Rod Ellis’s Essential Bookshelf: Focus on Form. Language Teaching, 57, 246-261. [Google Scholar] [CrossRef] 
[12] Skehan, P. (1996) A Framework for the Implementation of Task-Based Instruction. Applied Linguistics, 17, 38-62. [Google Scholar] [CrossRef] 
[13] Ortega, L. (1999) Planning and Focus on Form in L2 Oral Performance. Studies in Second Language Acquisition, 21, 109-148. [Google Scholar] [CrossRef] 
[14] Bygate, M. (1996) Effects of Task Repetition: Appraising the Developing Language of Learners. In Willis, D. and Willis, J., Eds., Challenge and Change in Language Teaching, Macmillan Education Australia, 136-146.