“续”中促学变量对英语过去时-ed习得的影响
|
摘要
"续"促学效应研究以定量居多,较少定性探究"续"促学过程。本文报告一项个案质性研究,借助听后续说任务,以互动受益程度不同的学习者为受试,分析其语言片断,考察两个"续"中促学变量(协同和注意聚焦)对英语过去时-ed习得的影响。研究结果显示:1)-ed习得的快慢决定于互动过程中非语言协同是否伴随着语言协同;2)-ed习得快的学习者会在模仿基础上创造性地续用语言,习得慢的则不会;3)-ed习得快的学习者注意聚焦意义和语言形式,习得慢的注意聚焦意义和关键词;4)协同和注意聚焦差异与学习者主观能动性密切相关。简言之,协同和注意聚焦的激活程度受学习者语言使用主观能动性影响。
The learning effects of Xu have been extensively validated by quantitative studies,with significantly less amount of qualitative research probing into the process in which Xu facilitates language learning. This study reported on a case study investigating how two Xu variables,i. e. alignment and attention focus,influenced the acquisition of the English regular past tense morpheme-ed. Subjects were two L2 learners of English with one benefiting more from interpersonal interaction and the other benefiting less in a listening-to-speak task. An analysis of their interaction language episodes yielded the following results: 1) efficiency of acquiring the-ed form depended largely on the contingency of nonlinguistic alignment upon linguistic alignment; 2) the faster acquirer tended to extend the use of the linguistic target creatively on the basis of imitation whereas the slower one would not; 3) the faster acquirer paid attention to both meaning and form while the slower one to only meaning and key words; 4) these differences in alignment and attention focus were closely associated with learners' agency. In short,the degree to which alignment and attention focus were activated hinged on learners' agency to use the L2.
The learning effects of Xu have been extensively validated by quantitative studies,with significantly less amount of qualitative research probing into the process in which Xu facilitates language learning. This study reported on a case study investigating how two Xu variables,i. e. alignment and attention focus,influenced the acquisition of the English regular past tense morpheme-ed. Subjects were two L2 learners of English with one benefiting more from interpersonal interaction and the other benefiting less in a listening-to-speak task. An analysis of their interaction language episodes yielded the following results: 1) efficiency of acquiring the-ed form depended largely on the contingency of nonlinguistic alignment upon linguistic alignment; 2) the faster acquirer tended to extend the use of the linguistic target creatively on the basis of imitation whereas the slower one would not; 3) the faster acquirer paid attention to both meaning and form while the slower one to only meaning and key words; 4) these differences in alignment and attention focus were closely associated with learners' agency. In short,the degree to which alignment and attention focus were activated hinged on learners' agency to use the L2.
引文
[1]Atkinson,D.2014.Language learning in mindbodyworld:A sociocognitive approach to second language acquisition[J].Language Teaching,(4):467-483.
[2]Costa,A.,M.Pickering & A.Sorace.2008.Alignment in second language dialogue[J].Language and Cognitive Processes,(4):528-556.
[3]Gass,S.& L.Valmori.2015.Replication in interaction and working memory research:Revesz (2012) and Goo (2012)[J].Language Teaching,(4):545-555.
[4]Goo,J.& A.Mackey.2013.The case against the case against recasts[J].Studies of Second Language Acquisition,(1):127-165.
[5]Long,M.1988.Instructed interlanguage development[A].In L.Beebe (ed.).Issues in Second Language Acquisition:Multiple Perspectives[C].Rowley:Newbury House.
[6]Nakatsukasa,K.2013.Efficacy of Gestures and Recasts on the Acquisition of L2 Grammar[D].East Lansing:Michigan State University.
[7]Nishino,T.& D.Atkinson.2015.Second language writing as sociocognitive alignment[J].Journal of Second Language Writing,(1):37-54.
[8]Norris,S.2004.Analyzing Multimodal Interaction:A Methodological Framework[M].New York:Routledge.
[9]Pickering,J.& S.Garrod.2004.Toward a mechanistic psychology of dialogue[J].Behavioral and Brain Science,(2):169-226.
[10]Wilkins,A.1976.Notional Syllabuses:A Taxonomy and Its Relevance to Foreign Language Curriculum Development[M].Oxford:OUP.
[11]洪炜石薇.2016.读后续写任务在汉语二语量词学习中的效应[J].现代外语,(6):806-818.
[12]缪海燕刘春燕.2013.英语专业学生的口语非流利填充策略研究[J].解放军外国语学院学报,(6):75-80.
[13]缪海燕.2017.外语写作互动的语篇协同研究[J].现代外语,(6):630-641.
[14]姜琳涂孟玮.2016.读后续写对二语词汇学习的作用研究[J].现代外语,(6):819-829.
[15]王初明.2010.互动协同与外语教学[J].外语教学与研究,(4):297-299.
[16]王初明.2016.以“续”促学[J].现代外语,(6):784-793.
[17]王初明.2018.如何提高读后续写中的互动强度[J].外语界,(5):40-45.
[18]王启王凤兰.2016.汉语二语读后续写的协同效应[J].现代外语,(6):794-805.
[19]许琪.2016.读后续译的协同效应及促学效果[J].现代外语,(6):830-841.
[20]袁博平.2018.谈“续”理论——与王初明先生商榷[J].现代外语,(2):290-293.
①原研究中,受试的口头后测得分超出组内平均值一个标准差视为习得快,低于一个标准差习得慢。以口头测试判断习得快慢的原因见4.研究结果部分第一段。
[2]Costa,A.,M.Pickering & A.Sorace.2008.Alignment in second language dialogue[J].Language and Cognitive Processes,(4):528-556.
[3]Gass,S.& L.Valmori.2015.Replication in interaction and working memory research:Revesz (2012) and Goo (2012)[J].Language Teaching,(4):545-555.
[4]Goo,J.& A.Mackey.2013.The case against the case against recasts[J].Studies of Second Language Acquisition,(1):127-165.
[5]Long,M.1988.Instructed interlanguage development[A].In L.Beebe (ed.).Issues in Second Language Acquisition:Multiple Perspectives[C].Rowley:Newbury House.
[6]Nakatsukasa,K.2013.Efficacy of Gestures and Recasts on the Acquisition of L2 Grammar[D].East Lansing:Michigan State University.
[7]Nishino,T.& D.Atkinson.2015.Second language writing as sociocognitive alignment[J].Journal of Second Language Writing,(1):37-54.
[8]Norris,S.2004.Analyzing Multimodal Interaction:A Methodological Framework[M].New York:Routledge.
[9]Pickering,J.& S.Garrod.2004.Toward a mechanistic psychology of dialogue[J].Behavioral and Brain Science,(2):169-226.
[10]Wilkins,A.1976.Notional Syllabuses:A Taxonomy and Its Relevance to Foreign Language Curriculum Development[M].Oxford:OUP.
[11]洪炜石薇.2016.读后续写任务在汉语二语量词学习中的效应[J].现代外语,(6):806-818.
[12]缪海燕刘春燕.2013.英语专业学生的口语非流利填充策略研究[J].解放军外国语学院学报,(6):75-80.
[13]缪海燕.2017.外语写作互动的语篇协同研究[J].现代外语,(6):630-641.
[14]姜琳涂孟玮.2016.读后续写对二语词汇学习的作用研究[J].现代外语,(6):819-829.
[15]王初明.2010.互动协同与外语教学[J].外语教学与研究,(4):297-299.
[16]王初明.2016.以“续”促学[J].现代外语,(6):784-793.
[17]王初明.2018.如何提高读后续写中的互动强度[J].外语界,(5):40-45.
[18]王启王凤兰.2016.汉语二语读后续写的协同效应[J].现代外语,(6):794-805.
[19]许琪.2016.读后续译的协同效应及促学效果[J].现代外语,(6):830-841.
[20]袁博平.2018.谈“续”理论——与王初明先生商榷[J].现代外语,(2):290-293.
①原研究中,受试的口头后测得分超出组内平均值一个标准差视为习得快,低于一个标准差习得慢。以口头测试判断习得快慢的原因见4.研究结果部分第一段。