写作前字幕视频输入对二语写作中生成性词汇的效用分析
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摘要
本研究将字幕视频输入运用到二语写作领域,基于双重编码与多模态话语理论,以自由型生成性词汇使用为研究对象,分析了写作前英语字幕视频辅助性学习活动,相较于其他视听或阅读模式下的信息输入,对国内英语专业学习者写作过程中词汇生成能力的作用与影响。结果显示,写作前字幕视频输入情况下,学习者高级词汇使用比例增长最为显著,它更利于提高学习者二语写作中生成性词汇能力及降低对高频词汇的依赖。文章同时进一步指出这一调查结果的教学意义。
This study applies captioned video input to the field of second language writing.Based on dual-coding theory and multimodal discourse theory,and taking the use of free generative vocabulary as the research object,this study probes into the effect of pre-writing captioned video input on the lexical generative ability in writing for English majors in China,compared with other audiovisual and reading modes.The results show that the increase of learners' advanced vocabulary use is the most significant in the case of captioned video and it is more helpful to improve learner's active vocabulary and reduce the dependence on high frequency vocabulary.This article also points out the pedagogic implications of this study.
This study applies captioned video input to the field of second language writing.Based on dual-coding theory and multimodal discourse theory,and taking the use of free generative vocabulary as the research object,this study probes into the effect of pre-writing captioned video input on the lexical generative ability in writing for English majors in China,compared with other audiovisual and reading modes.The results show that the increase of learners' advanced vocabulary use is the most significant in the case of captioned video and it is more helpful to improve learner's active vocabulary and reduce the dependence on high frequency vocabulary.This article also points out the pedagogic implications of this study.
引文
[1]王怿旦,吉雪,许梦潆.基于字幕影视的二语词汇学习中注意增强手段的有效性分析[J].中国海洋大学学报(社会科学版),2018,(2):110-118.
[2]王怿旦,金叶,范从从.二语字幕影视生词密度及词汇宽度要求分析基于字幕影视的二语词汇学习中注意增强手段的有效性分析[J].河北工业大学学报(社会科学版),2017,(1):68-73.
[3]Grabe,W.&R.Kaplan.Theory and practice of writing[M].New York:Longman.1996.
[4]Engber,C.A.The relationship of lexical proficiency to the quality of ESL compositions[J].Journal of Second Language Writing,1995(4):139-155.
[5]马广惠,文秋芳.大学生英语写作能力的影响因素研究[J].外语教学与研究,1999,(4):34-39.
[6]Weigle,S.C.Assessing Writing[M].Cambridge:Cambridge University Press.2002.
[7]Read,J.Assessing Vocabulary[M].Cambridge:Cambridge University Press.2000.
[8]Tatsuki,D.H.Video in the language lab:teaching vocabulary[J/OL].http://www.aitech.ac.ip/iteslj/.1999.
[9]Carson,J.G.Reading for writing:Cognitive perspectives[A].In J.G.Carson&Jlona Leki(ed.).Reading in the Composition Classroom:Second Language Perspectives[C].Massachusetts:Heinle and Heinle Publishers.1993:85-104.
[10]Lee,S.H.&J.Muncie.From receptive to productive:Improving ESL learners’use of vocabulary in a post-reading composition Task[J].TESOL Quarterly,2006(2):259-320.
[11]廖晓丹.写前阅读、母语构思量与二语写作成绩的相关性研究[D].福州:福建师范大学,2010.
[12]Bird,S.A.&J.N.Williams.The effect of bimodal input on implicit and explicit memory:An investigation into the benefits of within-language subtitling[J].Applied Psycholinguistics,2002(4):509-533.
[13]Chai,J.&R.Erlam.The effect and the influence of the use of video and captions on second language learning[J].New Zealand Studies in Applied Linguistics,2008(2):25-44.
[14]Sydorenko,T.Modality of input and vocabulary acquisition[J].Language Learning&Technology,2010(2):50-73.
[15]李天颐.不同字幕英文电影对接受性及产出性词汇的影响[J].广东外语外贸大学学报,2013,(4):105-108.
[16]Wenhua Hsu.The effects of audiovisual support on EFL learners'productive vocabulary[J].ReCALL,2014(3):62-79.
[17]Clark,J.M.&A.Paivio.Dual coding theory and education[J].Educational Psychology Review,1991(3):149-170.
[18]Paivio,A.Dual coding theory and the mental lexicon[J].Mental Lexicon,2010(5):205-230.
[19]Bateman J.&J.Wildeuer.A multimodal discourse theory of visual narrative[J].Journal of Pragmatics,2014(2):180-208.
[20]Norris,S.Analyzing multimodal interaction:A methodological framework[M].London:Routledge.2004.
[21]Jewitt,C.Multimodality and literacy in school classrooms[J].Review of Research in Education,2008(2):241-267.
[22]New London Group.A pedagogy of multiliteracies:designing social features[J].Harvard Educational Review,1996(1):60-92.
[23]Nation,I.S.P.,&S.Webb.Researching and analyzing vocabulary[M].Boston:Heinle Cengage Learning.2011.
[24]Nation,I.S.P.,&D.Beglar.A vocabulary size test[J].The Language Teacher,2007(7):9-13.
[25]Beglar,D.A Rach-based validation of the Vocabulary Size Test[J].Language Testing,2010(1):101-118.
[26]Nation,I.S.P.RANGE(BNC/COCA)[CP].http://www.victoria.ac.nz/lals/about/staff/paul-nation.2012.
[27]Lund,R.J.A comparison of second language listening and reading comprehension[J].Modern Language Journal,1991(3):196-204.
[28]Park,G.Comparison of L2listening and reading comprehension by university students learning English in Korea[J].Foreign Language Annals,2004(1):448-458.
[29]Danan,M.Captioning and subtitling:Undervalued language learning strategies[J].Meta,2004(1):67-77.
[30]Taylor,G.Perceived processing strategies of students watching captioned video[J].Foreign Language Annals,2005(3):422-427.
[31]d'Ydewalle,G.,&De Bruycker,W.Eye movements of children and adults while reading television subtitles[J].European Psychologist,2007(12):196-205.
[32]Schnotz,W.&C.Kurschner.A reconsideration of cognitive load theory[J].Educational Psychology Review,2007(4):469-508.
[33]Moreno,R.,&R.E.Mayer.Verbal redundancy in multimedia learning:When reading helps listening[J].Journal of Educational Psychology,2002(3):156-163.
[34]Van Merrienboer,J.&J.Sweller.Cognitive load theory and complex learning:Recent developments and future directions[J].Educational Psychology Review,2005(2):147-177.
[35]Koolstra,C.,&W.Beentjes.Children’s vocabulary acquisition in a foreign language through watching subtitled television at home[J].Educational Technology,Research&Development,1999(4):51-60.
[36]Grgurovic,M.,&V.Hegelheimer.Help options and multimedia listening:Students'use of subtitles and the transcript[J].Language Learning&Technology,2007(1):45-66.
[37]Cobb,T.Analyzing late interlanguage with learner corpora:Quebec replications of three European studies[J].Canadian Modern Language Review,2003(3):393-423.
[38]谭晓晨.中国英语学习者产出性词汇发展研究[J].外语教学与研究,2006,(3):202-207.
[39]崔艳嫣.中国英语专业学生词汇能力发展研究[D].上海:上海交通大学,2006.
[40]黄沭云.英语专业学生产出性词汇能力发展评估[J].北京第二外国语学院学报,2012,(12):75-78.
(1)Nation(1990)和Meara(1990)等基于加工深度及语言接受性与产出性技能的差别,将词汇分为接受性和生成性两类,前者指阅读、听力等输入性语言活动中学习者能够认知、理解但尚不能自由运用的词汇;后者指写作、口语等输出性活动中能恰当使用和表达的词汇。Laufer(1998)将生成性词汇进一步分为控制型和自由型,前者指一定语境限制下根据提示(如给出部分字母和词汇意义等)可以产出的词汇,后者指学习者在无任何提示或促成条件下在自己生成的书面或口语语篇中自主性使用的词汇。本文所研究的写作中的生成性词汇即自由型生成性词汇,下文所称生成性词汇均为自由型生成性词汇。
(2)在使用单语(二语)字幕还是双语(二语+母语)字幕方面,本研究采用了Stewart(2004)等的观点,即不提倡在字幕影视二语教学中使用母语字幕,认为难度适宜的影视材料和二语字幕环境将更利于学习者的二语学习,所以本项目研究的字幕对象仅限于英语单语字幕。
(3)根据Nation(2001)的定义,1-2000常用词族为高频词或高级词汇,2000词族以外为低频词或基础词汇。
(4)字幕视频、无字幕视频和书面文稿的选择是考虑到这三种不同模态在写作教学中已被采用过,而纯音频模式的选择主要是从不同模态比较的角度考虑。
(5)本研究中所有统计分析(VST、RANGE)均以词族为单位。一个词族包括了根词或基础词及其所有屈折及派生形式。以词族为单位统计词汇量符合心理词汇的构成方式,亦有助于词汇量研究的标准化(Bauer&Nation 1993)。
(6)研究后续问卷调查表明,所有受试作文中有2词是新词直接转换成生成性词汇,而且仅在字幕视频组,其余均是接受性词汇的转换。
[2]王怿旦,金叶,范从从.二语字幕影视生词密度及词汇宽度要求分析基于字幕影视的二语词汇学习中注意增强手段的有效性分析[J].河北工业大学学报(社会科学版),2017,(1):68-73.
[3]Grabe,W.&R.Kaplan.Theory and practice of writing[M].New York:Longman.1996.
[4]Engber,C.A.The relationship of lexical proficiency to the quality of ESL compositions[J].Journal of Second Language Writing,1995(4):139-155.
[5]马广惠,文秋芳.大学生英语写作能力的影响因素研究[J].外语教学与研究,1999,(4):34-39.
[6]Weigle,S.C.Assessing Writing[M].Cambridge:Cambridge University Press.2002.
[7]Read,J.Assessing Vocabulary[M].Cambridge:Cambridge University Press.2000.
[8]Tatsuki,D.H.Video in the language lab:teaching vocabulary[J/OL].http://www.aitech.ac.ip/iteslj/.1999.
[9]Carson,J.G.Reading for writing:Cognitive perspectives[A].In J.G.Carson&Jlona Leki(ed.).Reading in the Composition Classroom:Second Language Perspectives[C].Massachusetts:Heinle and Heinle Publishers.1993:85-104.
[10]Lee,S.H.&J.Muncie.From receptive to productive:Improving ESL learners’use of vocabulary in a post-reading composition Task[J].TESOL Quarterly,2006(2):259-320.
[11]廖晓丹.写前阅读、母语构思量与二语写作成绩的相关性研究[D].福州:福建师范大学,2010.
[12]Bird,S.A.&J.N.Williams.The effect of bimodal input on implicit and explicit memory:An investigation into the benefits of within-language subtitling[J].Applied Psycholinguistics,2002(4):509-533.
[13]Chai,J.&R.Erlam.The effect and the influence of the use of video and captions on second language learning[J].New Zealand Studies in Applied Linguistics,2008(2):25-44.
[14]Sydorenko,T.Modality of input and vocabulary acquisition[J].Language Learning&Technology,2010(2):50-73.
[15]李天颐.不同字幕英文电影对接受性及产出性词汇的影响[J].广东外语外贸大学学报,2013,(4):105-108.
[16]Wenhua Hsu.The effects of audiovisual support on EFL learners'productive vocabulary[J].ReCALL,2014(3):62-79.
[17]Clark,J.M.&A.Paivio.Dual coding theory and education[J].Educational Psychology Review,1991(3):149-170.
[18]Paivio,A.Dual coding theory and the mental lexicon[J].Mental Lexicon,2010(5):205-230.
[19]Bateman J.&J.Wildeuer.A multimodal discourse theory of visual narrative[J].Journal of Pragmatics,2014(2):180-208.
[20]Norris,S.Analyzing multimodal interaction:A methodological framework[M].London:Routledge.2004.
[21]Jewitt,C.Multimodality and literacy in school classrooms[J].Review of Research in Education,2008(2):241-267.
[22]New London Group.A pedagogy of multiliteracies:designing social features[J].Harvard Educational Review,1996(1):60-92.
[23]Nation,I.S.P.,&S.Webb.Researching and analyzing vocabulary[M].Boston:Heinle Cengage Learning.2011.
[24]Nation,I.S.P.,&D.Beglar.A vocabulary size test[J].The Language Teacher,2007(7):9-13.
[25]Beglar,D.A Rach-based validation of the Vocabulary Size Test[J].Language Testing,2010(1):101-118.
[26]Nation,I.S.P.RANGE(BNC/COCA)[CP].http://www.victoria.ac.nz/lals/about/staff/paul-nation.2012.
[27]Lund,R.J.A comparison of second language listening and reading comprehension[J].Modern Language Journal,1991(3):196-204.
[28]Park,G.Comparison of L2listening and reading comprehension by university students learning English in Korea[J].Foreign Language Annals,2004(1):448-458.
[29]Danan,M.Captioning and subtitling:Undervalued language learning strategies[J].Meta,2004(1):67-77.
[30]Taylor,G.Perceived processing strategies of students watching captioned video[J].Foreign Language Annals,2005(3):422-427.
[31]d'Ydewalle,G.,&De Bruycker,W.Eye movements of children and adults while reading television subtitles[J].European Psychologist,2007(12):196-205.
[32]Schnotz,W.&C.Kurschner.A reconsideration of cognitive load theory[J].Educational Psychology Review,2007(4):469-508.
[33]Moreno,R.,&R.E.Mayer.Verbal redundancy in multimedia learning:When reading helps listening[J].Journal of Educational Psychology,2002(3):156-163.
[34]Van Merrienboer,J.&J.Sweller.Cognitive load theory and complex learning:Recent developments and future directions[J].Educational Psychology Review,2005(2):147-177.
[35]Koolstra,C.,&W.Beentjes.Children’s vocabulary acquisition in a foreign language through watching subtitled television at home[J].Educational Technology,Research&Development,1999(4):51-60.
[36]Grgurovic,M.,&V.Hegelheimer.Help options and multimedia listening:Students'use of subtitles and the transcript[J].Language Learning&Technology,2007(1):45-66.
[37]Cobb,T.Analyzing late interlanguage with learner corpora:Quebec replications of three European studies[J].Canadian Modern Language Review,2003(3):393-423.
[38]谭晓晨.中国英语学习者产出性词汇发展研究[J].外语教学与研究,2006,(3):202-207.
[39]崔艳嫣.中国英语专业学生词汇能力发展研究[D].上海:上海交通大学,2006.
[40]黄沭云.英语专业学生产出性词汇能力发展评估[J].北京第二外国语学院学报,2012,(12):75-78.
(1)Nation(1990)和Meara(1990)等基于加工深度及语言接受性与产出性技能的差别,将词汇分为接受性和生成性两类,前者指阅读、听力等输入性语言活动中学习者能够认知、理解但尚不能自由运用的词汇;后者指写作、口语等输出性活动中能恰当使用和表达的词汇。Laufer(1998)将生成性词汇进一步分为控制型和自由型,前者指一定语境限制下根据提示(如给出部分字母和词汇意义等)可以产出的词汇,后者指学习者在无任何提示或促成条件下在自己生成的书面或口语语篇中自主性使用的词汇。本文所研究的写作中的生成性词汇即自由型生成性词汇,下文所称生成性词汇均为自由型生成性词汇。
(2)在使用单语(二语)字幕还是双语(二语+母语)字幕方面,本研究采用了Stewart(2004)等的观点,即不提倡在字幕影视二语教学中使用母语字幕,认为难度适宜的影视材料和二语字幕环境将更利于学习者的二语学习,所以本项目研究的字幕对象仅限于英语单语字幕。
(3)根据Nation(2001)的定义,1-2000常用词族为高频词或高级词汇,2000词族以外为低频词或基础词汇。
(4)字幕视频、无字幕视频和书面文稿的选择是考虑到这三种不同模态在写作教学中已被采用过,而纯音频模式的选择主要是从不同模态比较的角度考虑。
(5)本研究中所有统计分析(VST、RANGE)均以词族为单位。一个词族包括了根词或基础词及其所有屈折及派生形式。以词族为单位统计词汇量符合心理词汇的构成方式,亦有助于词汇量研究的标准化(Bauer&Nation 1993)。
(6)研究后续问卷调查表明,所有受试作文中有2词是新词直接转换成生成性词汇,而且仅在字幕视频组,其余均是接受性词汇的转换。