重铸与第二语言发展：基于显性，感知和修正的研究
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摘要
重铸一直都是内隐否定性反馈的范例,但是近来有研究者认为它经常是显性的,长期以来重铸本质上内隐的观念现在面临挑战。文献中关于重铸对语言发展的效用存在不一致的报告,鉴于其具有的多重语篇功能以及非纠错性重复的同时存在,重铸的功效缺乏常被归因为它潜在的不可感知性以及可能存在的歧义。在二语学习者的感知可能影响重铸功效的前提下,本研究着手调查感知和语言发展之间的潜在关联,并特别关注可能影响感知重铸否定性证据的因素。
本研究采用先测-后测-延后测的实验性设计,在先测和后测之间有一个实验阶段,四十八名大学生英语学习者被随机分配到四个实验组中的任意一个。实验组互相区别在两个方面:(1)接受的是完整重铸还是部分重铸,(2)执行的是单向的故事描述任务还是双向的信息沟任务。为了考察受试对于目标结构—英语过去式的知识掌握以及运用能力,本研究采用了一个带语境的语法判断测试,一个口头模仿测试以及一个图片描述测试。刺激回忆被用来探测受试对于重铸的感知。
统计分析结果显示四项主要的发现。首先,重铸类型,任务类型以及两者之间的交互作用显著影响学习者对于重铸的感知。其次,受试的感知对于他们在图片描述测试中显示出来的语言发展有显著作用;涉及受试感知的交互作用对他们在口头模仿测试中显示出来的语言发展有显著影响。但是受试的感知在语法判断测试中没有显现任何效果。第三,受试的感知可以有显著意义地预测他们的修正,但修正不能预测他们后来的语言发展。第四,重铸类型和任务类型对受试的修正以及他们的后测表现有显著影响,可是对于延后测没有影响。
综上所述,本研究表明学习者对于重铸的感知可能会受到重铸特点以及任务特征的制约。部分重铸表现为显性,故事描述任务中的完整重铸显性大幅降低,而信息沟任务中的完整重铸则逐渐变为隐性。学习者对于重铸否定性证据的感知可以影响他们之后的口头语言发展和语言修正。然而,鉴于第二语言发展的复杂过程和动态变化,这种感知所引发的学习还需要进一步的实证研究才能加以定论。
Recasts, which used to be considered as an exemplar of implicit negative feedback, have recently been regarded by some researchers as often being explicit. The long-held belief that recasts are implicit in nature is now open to challenge. Mixed findings have been reported in the literature regarding their benefits for language development. Given their multiple discourse functions and the co-existence of non-corrective repetitions, the ineffectiveness of recasts tends to be attributed to their potential imperceptibility or ambiguity. Under the premise that L2 learners' perceptions may affect the utility of recasts, the present study sets out to investigate the potential relationship between their perceptions and language development, specifically, the factors that contribute to noticing recasts as negative evidence.
The study employed a pretest-posttest-delayed posttest experimental design, with a treatment session between the pretest and the posttest. Forty-eight college EFL learners were randomly assigned to one of four treatment conditions. The treatment groups differed as to (1) whether they received full recasts or partial recasts, and (2) whether they performed one-way story description tasks or two-way information gap tasks. A contextualized grammaticality judgment test, an oral imitation test and a picture description test were utilized to detect any changes in participants' knowledge of the target structure and ability to use the target structure - the English past tense. A stimulated recall session was administered to tap participants' perceptions of recasts.
Results from statistical analyses yielded four major findings. First, recast type, task type and the interaction between them significantly affected subjects' perceptions of recasts. Second, noticing had a significant effect on subjects' language development on the picture description test; there was also an interaction effect involving noticing on their language development on the oral imitation test. However, the effect of noticing was not observed on the GJT. Third, noticing could significantly predict subjects' repair, but repair was not indicative of their subsequent language development. Fourth, task type and recast type significantly affected subjects' repair rate and their performance on the immediate posttest, but not their performance on the delayed posttest.
In conclusion, the present study suggests that learners' perceptions of recasts may in part be constrained by characteristics of recasts and task features. While partial recasts appeared explicit, full recasts were much less explicit in the story description tasks and became increasingly implicit in the information gap tasks. Learners' noticing of recasts as negative evidence was found to have an impact on their subsequent oral language development. It was also observed to be indicative of their modified speech. However, noticing-induced learning warrants further empirical research due to the complicated and dynamic process of second language development.
本研究采用先测-后测-延后测的实验性设计,在先测和后测之间有一个实验阶段,四十八名大学生英语学习者被随机分配到四个实验组中的任意一个。实验组互相区别在两个方面:(1)接受的是完整重铸还是部分重铸,(2)执行的是单向的故事描述任务还是双向的信息沟任务。为了考察受试对于目标结构—英语过去式的知识掌握以及运用能力,本研究采用了一个带语境的语法判断测试,一个口头模仿测试以及一个图片描述测试。刺激回忆被用来探测受试对于重铸的感知。
统计分析结果显示四项主要的发现。首先,重铸类型,任务类型以及两者之间的交互作用显著影响学习者对于重铸的感知。其次,受试的感知对于他们在图片描述测试中显示出来的语言发展有显著作用;涉及受试感知的交互作用对他们在口头模仿测试中显示出来的语言发展有显著影响。但是受试的感知在语法判断测试中没有显现任何效果。第三,受试的感知可以有显著意义地预测他们的修正,但修正不能预测他们后来的语言发展。第四,重铸类型和任务类型对受试的修正以及他们的后测表现有显著影响,可是对于延后测没有影响。
综上所述,本研究表明学习者对于重铸的感知可能会受到重铸特点以及任务特征的制约。部分重铸表现为显性,故事描述任务中的完整重铸显性大幅降低,而信息沟任务中的完整重铸则逐渐变为隐性。学习者对于重铸否定性证据的感知可以影响他们之后的口头语言发展和语言修正。然而,鉴于第二语言发展的复杂过程和动态变化,这种感知所引发的学习还需要进一步的实证研究才能加以定论。
Recasts, which used to be considered as an exemplar of implicit negative feedback, have recently been regarded by some researchers as often being explicit. The long-held belief that recasts are implicit in nature is now open to challenge. Mixed findings have been reported in the literature regarding their benefits for language development. Given their multiple discourse functions and the co-existence of non-corrective repetitions, the ineffectiveness of recasts tends to be attributed to their potential imperceptibility or ambiguity. Under the premise that L2 learners' perceptions may affect the utility of recasts, the present study sets out to investigate the potential relationship between their perceptions and language development, specifically, the factors that contribute to noticing recasts as negative evidence.
The study employed a pretest-posttest-delayed posttest experimental design, with a treatment session between the pretest and the posttest. Forty-eight college EFL learners were randomly assigned to one of four treatment conditions. The treatment groups differed as to (1) whether they received full recasts or partial recasts, and (2) whether they performed one-way story description tasks or two-way information gap tasks. A contextualized grammaticality judgment test, an oral imitation test and a picture description test were utilized to detect any changes in participants' knowledge of the target structure and ability to use the target structure - the English past tense. A stimulated recall session was administered to tap participants' perceptions of recasts.
Results from statistical analyses yielded four major findings. First, recast type, task type and the interaction between them significantly affected subjects' perceptions of recasts. Second, noticing had a significant effect on subjects' language development on the picture description test; there was also an interaction effect involving noticing on their language development on the oral imitation test. However, the effect of noticing was not observed on the GJT. Third, noticing could significantly predict subjects' repair, but repair was not indicative of their subsequent language development. Fourth, task type and recast type significantly affected subjects' repair rate and their performance on the immediate posttest, but not their performance on the delayed posttest.
In conclusion, the present study suggests that learners' perceptions of recasts may in part be constrained by characteristics of recasts and task features. While partial recasts appeared explicit, full recasts were much less explicit in the story description tasks and became increasingly implicit in the information gap tasks. Learners' noticing of recasts as negative evidence was found to have an impact on their subsequent oral language development. It was also observed to be indicative of their modified speech. However, noticing-induced learning warrants further empirical research due to the complicated and dynamic process of second language development.
引文
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