英语趣配音生态语言输入对儿童语言输出影响的实证研究
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摘要
儿童输入与输出的质与量是儿童周围语言生态环境因素综合作用的结果。研究采用单组实验前后测设计方法,对小学四年级儿童开展了一学期每周2学时的英语趣配音拓展教学,旨在探讨趣配音生态语言输入类型与方式对儿童语言输出质与量的影响。研究结果显示,语言输入类型对儿童语言输出质与量的影响不明显,历次配音成绩提高非常明显,语言输出中单词、短语和句子的均值提升显著,时态分布出现了多样化趋势,语言准确性也较高。文章通过一项实证研究验证英语趣配音生态语言输入对儿童语言输出的积极影响作用,是利用英语新媒体生态资源提升儿童听说能力的有益尝试。
Qualit y and quantity of children's language input and output are the result of integrated effects of children's language ecological environment around them. The author uses one-group pretest posttest experimental design aiming at exploring the effects of types and ways of language input on children's language output quantity and quality by conducting one-term QUPUYIN expanding teaching in two classes each week in Grade 4. The research results show that different types of language input have few effects on the quantity and quality of language output, dubbing scores increase obviously from the first to the end, the average of words, phrases and sentences in language output has notable changes, the distribution of tenses diversifies, and the language accuracy is quite high. Through this experiment, this paper intends to testify whether the use of English QUPEIYIN ecological language input can improve children's language output, which provides a new tentative study to improve Children's speaking and listening ability with English new media ecological resources.
Qualit y and quantity of children's language input and output are the result of integrated effects of children's language ecological environment around them. The author uses one-group pretest posttest experimental design aiming at exploring the effects of types and ways of language input on children's language output quantity and quality by conducting one-term QUPUYIN expanding teaching in two classes each week in Grade 4. The research results show that different types of language input have few effects on the quantity and quality of language output, dubbing scores increase obviously from the first to the end, the average of words, phrases and sentences in language output has notable changes, the distribution of tenses diversifies, and the language accuracy is quite high. Through this experiment, this paper intends to testify whether the use of English QUPEIYIN ecological language input can improve children's language output, which provides a new tentative study to improve Children's speaking and listening ability with English new media ecological resources.
引文
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[3]汤红娟.基于人称代词动允性变量的儿童仿写衔接手段实证研究[J].中国外语,2014,11(6):62-69.
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[9]SWAIN M.Three functions of output in second language learning[M]//COOK G,Seidlhofer,B.(Eds.).Principles and Practice in Applied Linguistics[C].Oxford:Oxford University Press,1995.
[10]于学勇.性别与二语习得能力关联研究[J].外语与外语教学,2005(8):13-15.
[2]GIBSON J J.The ecological approach to visual perception[M].Hillsdale,NJ:Erbaum,1979.
[3]汤红娟.基于人称代词动允性变量的儿童仿写衔接手段实证研究[J].中国外语,2014,11(6):62-69.
[4]LIER L V.The ecology and semiotics of language learning:A sociocultural perspective[M].Boston:Kluwer Academic Publishers,2004.
[5]ELLIS R.Understanding second language acquisition[M].上海:上海外语教育出版社,2000.
[6]LONG M.Native speaker/non-native speaker conversation in the second language classroom[C]//In M.Long&C.Richards(Eds.),Methodology in TESOL:A Book for Readings.New York:Newbury House,1982.
[7]PARK E S.On three potential sources of comprehensible input for second language acquisition[J].Working Papers in TESOL and Applied Linguistics,2002(2):1-23.
[8]吴一安,胡荣.Introducing second language acquisition评介[J].中国外语,2009,6(5):107-111
[9]SWAIN M.Three functions of output in second language learning[M]//COOK G,Seidlhofer,B.(Eds.).Principles and Practice in Applied Linguistics[C].Oxford:Oxford University Press,1995.
[10]于学勇.性别与二语习得能力关联研究[J].外语与外语教学,2005(8):13-15.