留学生汉语口语自我修正策略调查研究
摘要
自我修正是言语输出过程中普遍存在的现象。E. A. Schegloff(1977)是最早提出“修正”概念的人,他指出在会话过程中存在着自我修正优先的现象。随后,自我修正逐渐成为话语研究和自然语言处理的一个重要课题。近几十年,自我修正策略研究成为第二语言习得研究的一大热点。
尽管国外对自我修正策略从理论到实践都有了深入的研究,并取得了一系列的研究成果,但国内在这方面的研究却起步较晚,关于自我修正策略的研究相当有限,对外汉语教学界则几乎是一片空白。因此,本文拟从理论和实践两个角度对此进行较为全面的研究。
在理论方面,本文回顾了自我修正策略的理论基础,包括理论框架、策略定义、分类、与其它概念的联系与区别,并提出了自己对该策略界定与分类方法。此外,还对影响自我修正策略的主要因素进行理论分析。
在调查方面,本文首先在对厦门大学海外教育学院150多名学生进行修正策略意识问卷调查的基础上,考查和分析了留学生自我修正策略的意识情况,并比较了印尼华裔与其他国家学生的差异;其次,分析了60名印尼华裔学习者和若干其他国家学生所进行的复述故事的口语录音的调查结果,通过真实语料考察留学生自我修正策略使用的情况。
本文的结论为:首先,语言水平不同的学生在自我修正策略意识上存在着差别,并直接影响自我修正行为,这种差异体现在自我修正策略的使用频率、修正的内容及结构上;其次,通过调查还发现自我修正策略的使用与学习者母语及任务之间并未存在显著的关系,但性别因素对自我修正策略产生显著的影响。本文研究结果不仅对对外汉语教师具有启发意义,而且可以让第二语言学习者意识到他们的汉语水平与实际表达的差距。
最后,文章在调查分析的基础上,提出了在口语教学中进行自我修正策略训练的重要意义,并对策略的培训提出相关建议。
In learners’speech, self-repairing is an obvious indicator to the speakers’oral proficiency. The term“repair" was first proposed by E. A. Scheloff et al in 1977. His investigation revealed that self-repair was the most common type of repairs. Later, the research in self-repair became the hot spot of discourse and second language acquisition researches.
Although the study of self-repair strategies began over 30 years ago, scanty research is yet to be found in China, especially in teaching Chinese as a foreign language. For that purpose, this research tries to make a theoretical and pedagogical study in this area.
Firstly, the study reviews the theoretical literature of self-repair strategies, and focuses on its theoretical framework, including the definitions, various classifications, distribution as well as its relationship with other concepts.
Secondly, it makes a quantitative study of the conscious of using self-repair strategy on the basis of the data taken from questionnaires done by more than 150 learners of Chinese as a foreign language in the Overseas Education College of Xiamen University, and from the story-retelling done by 60 Indonesian students of Chinese origin.
Based on the results of a quantitative analysis of the questionnaires and story-retelling, the study shows that learners with different language proficiency levels have different consciousness of using self-repair strategy, and perform differently in the types and structures of self-repair. It reveals that self-repair strategies can be greatly influenced by such factors as gender of the learners, but not the tasks or the mother tongue.
The findings of this study have pedagogical implications for the teachers. It would help L2 learners to raise their awareness of the gap between their linguistic knowledge and their actual speech production.
Lastly, these findings strongly support that learners’self-repair skills could probably be increased by developing their self-repair strategy. The study also provides some suggestions to the training of self-repair in TCFL.
尽管国外对自我修正策略从理论到实践都有了深入的研究,并取得了一系列的研究成果,但国内在这方面的研究却起步较晚,关于自我修正策略的研究相当有限,对外汉语教学界则几乎是一片空白。因此,本文拟从理论和实践两个角度对此进行较为全面的研究。
在理论方面,本文回顾了自我修正策略的理论基础,包括理论框架、策略定义、分类、与其它概念的联系与区别,并提出了自己对该策略界定与分类方法。此外,还对影响自我修正策略的主要因素进行理论分析。
在调查方面,本文首先在对厦门大学海外教育学院150多名学生进行修正策略意识问卷调查的基础上,考查和分析了留学生自我修正策略的意识情况,并比较了印尼华裔与其他国家学生的差异;其次,分析了60名印尼华裔学习者和若干其他国家学生所进行的复述故事的口语录音的调查结果,通过真实语料考察留学生自我修正策略使用的情况。
本文的结论为:首先,语言水平不同的学生在自我修正策略意识上存在着差别,并直接影响自我修正行为,这种差异体现在自我修正策略的使用频率、修正的内容及结构上;其次,通过调查还发现自我修正策略的使用与学习者母语及任务之间并未存在显著的关系,但性别因素对自我修正策略产生显著的影响。本文研究结果不仅对对外汉语教师具有启发意义,而且可以让第二语言学习者意识到他们的汉语水平与实际表达的差距。
最后,文章在调查分析的基础上,提出了在口语教学中进行自我修正策略训练的重要意义,并对策略的培训提出相关建议。
In learners’speech, self-repairing is an obvious indicator to the speakers’oral proficiency. The term“repair" was first proposed by E. A. Scheloff et al in 1977. His investigation revealed that self-repair was the most common type of repairs. Later, the research in self-repair became the hot spot of discourse and second language acquisition researches.
Although the study of self-repair strategies began over 30 years ago, scanty research is yet to be found in China, especially in teaching Chinese as a foreign language. For that purpose, this research tries to make a theoretical and pedagogical study in this area.
Firstly, the study reviews the theoretical literature of self-repair strategies, and focuses on its theoretical framework, including the definitions, various classifications, distribution as well as its relationship with other concepts.
Secondly, it makes a quantitative study of the conscious of using self-repair strategy on the basis of the data taken from questionnaires done by more than 150 learners of Chinese as a foreign language in the Overseas Education College of Xiamen University, and from the story-retelling done by 60 Indonesian students of Chinese origin.
Based on the results of a quantitative analysis of the questionnaires and story-retelling, the study shows that learners with different language proficiency levels have different consciousness of using self-repair strategy, and perform differently in the types and structures of self-repair. It reveals that self-repair strategies can be greatly influenced by such factors as gender of the learners, but not the tasks or the mother tongue.
The findings of this study have pedagogical implications for the teachers. It would help L2 learners to raise their awareness of the gap between their linguistic knowledge and their actual speech production.
Lastly, these findings strongly support that learners’self-repair skills could probably be increased by developing their self-repair strategy. The study also provides some suggestions to the training of self-repair in TCFL.
引文
① Selinker. Interlanguage [J]. International Review of Applied Linguistics,1972,(10):198-209.
② Krashen, S.D. Principles and practice in second language acquisition. Oxford: Pergamon, 1982.
① Krashen.S.The Input Hypothesis: Issues and Implications [M]. London: Longman, 1985:150-197
① 转引自 Corder,S.P. Strategies of Communication.[A], In C.Faerch & G. Kasper (eds.).Strategies in Interlanguage Communication [C].Harlow, England: Longman, 1983a:15.
[1] Schegloff, E.A., G. Jefferson and H.Sacks. The preference for self-correction in the organization of repair in conversation [J].Language, 1977, (53):361-382.
[2] Levelt, W. Monitoring and self-repair in speech [J]. Cognition, 1983, (14):41-104.
[3] Keating, E. Correction/repair as a resource for co-construction of group competence [J]. Pragmatics, 1993, (3):411-423.
[4] Cheepen, C. The predictability of informal conversation [M]. Pinter Publishers Deborah, 1988.
[5] Kormos, J. Monitoring and self-repair in L2 [J]. Language Learning. 1999a,(49):303-343.
[6] Bredart, S. Word interruption in self-repairing [J]. Journal of Psycholinguistic Research, 1991, (20):123-13
[7] Van Hest, E. Self-repair in L1 and L2 Production [M]. Tilburg, the Netherlands Tilburg University Press, 1996a.
[8] O’connor N. Repairs as Indicative of Interlanguage Variation and Change [A]. In T.J Walsh (Ed) .Georgetown University Round Table in Language and Linguistics, 1988.
[9] Goodwin (Eds). Rethinking Context [M]. Cambridge: Cambridge University Press, 1981.
[10] 何自然. 语用学概论[M]. 长沙:湖南教育出版社,1988.
[11] 黄国文. 语篇分析概要[M]. 长沙:湖南教育出版社,1988.
[12] 杨柳群. 英语水平对英语学生口误自我修正行为的影响[J]. 山东外语教学,2002,(4):74-76.
[13] 文秋芳 庄一琳. 对高水平英语学习者口语自我纠错能力的研究[J]. 外语界,2005,(2):33-51.
[14] 王宇. 国外第二语言口语自我更改研究述评[J]. 四川外语学院学报,2005,21,(5):99-102.
[15]王颖. 外语学习中的监察与自我修正[J].山东大学学报,2005,(1):121-125.
[16] 林莉兰. 大学英语口语纠错认识的调查与分析[J]. 合肥工业大学学报,2006,(6):138-145.
[17] 孟国. 口误与对外汉语实况教学[J]. 语言教学与研究,1998,(3):74-85.
[18] 刘清平. 初级阶段口语教学中的纠错策略[J]. 暨南大学华文学院学报 2001,(3).
[19] 翟英华. 谈对外汉语教学中纠正错误的技巧与方法[J]. 佳木斯大学社会科学学报,2001,(8):151-153.
[20]吴门吉. 监控策略及其在初级汉语口语教学中的应用[J].暨南大学华文学院学报,2004,(1):10-15.
[21] 胡丹. 谈对外汉语学习中的错误及如何纠正 [J]. 辽宁税务高等专科学校学报,2004,(2):47-49.
[22] Corder, Pit. Introducing Applied Linguistics Harmondsworth [M]. Penguin,1979.
[23] Vivian Cook. Linguistics and Second Language Acquisition [M]. 外语教学与研究出版社,2000.
[24] Levelt, W.and A.Cutler. Prosodic marking in speech repair [J]. Journal of Semantiself-repair,1983,(2):205-217.
[25] Foster, P. & Skehan, P. The influence of planning and task type in second language performance [J]. Studies in Second Language Acquisition, 1996, (18):299-323.
[26] Kormos, J. The effect of speaker variables on the self-correction behavior of L2 learners [J]. System, 1999b,(27):207-221.
[27] Rieger, C.L. Repetition as Self-repair strategies in English and German Conversations [J]. Joumal of Pragmatics self-repair, 2003, (35):47-69.
[28] Jefferson, G. Side sequences [A]. In D.Sudnow (Ed), Studies in social interaction [C]. New York: Free Press, 1972:294-338.
[29] Jefferson, G. Error correction as an international resource [J]. Language in Society 1974,(2):181-199.
[30]Krashen, S.D. Principles and practice in second language acquisition.Oxford: Pergamon, 1982.
[31] Schegloff, E.A. The relevance of repair to syntax for conversation [A]. In D.Sudnow (ed.) Discourse and syntax [C]. New York: Academic Press,1979.
[32] Levelt, W.J.M. Speaking: From Intention to Articulation [D]. Cambridge, MA: MIT Press, 1989.
[33]Cheepen, C.The pragmatics self-repairs of friendliness and user-friendliness in investigation of repairs in human-human dialogue and in human-computer [J]. Journal of Pragmatic self-repair, 1994,(4):1, 63-79.
[34] Van Hest, E. Self-repair as Measure of Language proficiency [Z]. paper presented at the 18th Annual Language Testing Colloquium in Tampere, Finland, 1996b.
[35] Kormos, J. The timing of self-repairs in second language speech production. [J]. SSLA, 2000a, 22/2:145-167.
[36] Kormos, J. The Role of Attention in monitoring second Language speech production [J]. Language learning, 2000b, (50):343-384.
[37] Poulisse, N. Slips of the Tongue and their Correction in L2 learner Speech: Metalinguistic Awareness and Second Language Acquisition [Z]. Paper presented at the 10th world Congress of Applied Linguistics Amsterdam, 1993.
[38] Fathman, A.K. Repetition and correction as an indication of speech planning and execution processes among second language learners [Z]. In H.W.Dechert& M.Raupach (Eds.), towards a cross linguistic assessment of speech production (PP.77-85).Frankfurt: PeterD.Lang,1980.
[39] Lennon, P. Retelling a Story in English as a Second Language Speech [A]. In H.W.Dechert et al (Eds) Second Language Productions[c], 1984:50-68.
[40] Green, P.S., & Hecht, K. Pupil Self-correction in oral communication in English as a foreign language [J]. System, 1993, (21):151-163.
[41] Krashen, S.D. Self-correction and monitor: Percent of errors corrected of those attempted versus percent corrected of all errors made [J]. System, 1994, (22), 59-62.
[42] Lennon, P. Investigating Fluency in EFL:A Quantitative Approach [J]. Language learning, 1990, (40):387-417.
[43] Laver, J.D.M. Monitoring systems in the neurolinguistic control of speech production [M]. In V.A.Fromkin (Ed.), Errors in Linguistic Performance: Slips of the Tongue, Ear, Pen and Hand. New York: Academic Press, 1980.
[44] Motley, M.T., C.T. Camden, & B.J. Baars. Covert formulation and editing of anomalies in speech production: Evidence from experimentally elicited slips of the tongue [J]. Journal of Verbal Learning and Verbal Behavior, 1982, (21): 578-594.
[45] Foster, P. & P. Skehan. The influence of planning and task type on second language performance [J]. Studies in Second Language Acquisition, 1996, (18):299-323.
[46] Bussmann, H. Routledge Dictionary of Language and Linguistics [M]. Translated and edited by Gregory P.Trauth & Kerstin Kazzazi.London: Rout ledge, 1996:90-145.
[47] Shriberg, E. Preliminaries to a theory of speech disinfluencies [D]. PhD thesis, University of California, Berkeley, 1994:256-378.
[48] Verhoeven, L.T. Monitoring in Children’s Second Language speech [J]. Second Language Research, 1989, (5):141-155.
[49] Skehan, P. A Cognitive Approach to Language Learning [M]. Oxford: Oxford University Press, 1998.
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[54] Allwright, D. & K. Beiley. Focus on the Language Classroom an introduction to Classroom research for Language Teachers [M] .Cambridge: Cambridge University Press, 1991.
[55] Shimanoff, S.B. & J.C. Brunank. Repairs in planned and unplanned discourse [A]. In Elinor,Ochs & Keenan (ed.): Discourse Across Time and Space [C].Southern California Ocassional Papers in Linguistics, 1977:123-167.
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② Krashen, S.D. Principles and practice in second language acquisition. Oxford: Pergamon, 1982.
① Krashen.S.The Input Hypothesis: Issues and Implications [M]. London: Longman, 1985:150-197
① 转引自 Corder,S.P. Strategies of Communication.[A], In C.Faerch & G. Kasper (eds.).Strategies in Interlanguage Communication [C].Harlow, England: Longman, 1983a:15.
[1] Schegloff, E.A., G. Jefferson and H.Sacks. The preference for self-correction in the organization of repair in conversation [J].Language, 1977, (53):361-382.
[2] Levelt, W. Monitoring and self-repair in speech [J]. Cognition, 1983, (14):41-104.
[3] Keating, E. Correction/repair as a resource for co-construction of group competence [J]. Pragmatics, 1993, (3):411-423.
[4] Cheepen, C. The predictability of informal conversation [M]. Pinter Publishers Deborah, 1988.
[5] Kormos, J. Monitoring and self-repair in L2 [J]. Language Learning. 1999a,(49):303-343.
[6] Bredart, S. Word interruption in self-repairing [J]. Journal of Psycholinguistic Research, 1991, (20):123-13
[7] Van Hest, E. Self-repair in L1 and L2 Production [M]. Tilburg, the Netherlands Tilburg University Press, 1996a.
[8] O’connor N. Repairs as Indicative of Interlanguage Variation and Change [A]. In T.J Walsh (Ed) .Georgetown University Round Table in Language and Linguistics, 1988.
[9] Goodwin (Eds). Rethinking Context [M]. Cambridge: Cambridge University Press, 1981.
[10] 何自然. 语用学概论[M]. 长沙:湖南教育出版社,1988.
[11] 黄国文. 语篇分析概要[M]. 长沙:湖南教育出版社,1988.
[12] 杨柳群. 英语水平对英语学生口误自我修正行为的影响[J]. 山东外语教学,2002,(4):74-76.
[13] 文秋芳 庄一琳. 对高水平英语学习者口语自我纠错能力的研究[J]. 外语界,2005,(2):33-51.
[14] 王宇. 国外第二语言口语自我更改研究述评[J]. 四川外语学院学报,2005,21,(5):99-102.
[15]王颖. 外语学习中的监察与自我修正[J].山东大学学报,2005,(1):121-125.
[16] 林莉兰. 大学英语口语纠错认识的调查与分析[J]. 合肥工业大学学报,2006,(6):138-145.
[17] 孟国. 口误与对外汉语实况教学[J]. 语言教学与研究,1998,(3):74-85.
[18] 刘清平. 初级阶段口语教学中的纠错策略[J]. 暨南大学华文学院学报 2001,(3).
[19] 翟英华. 谈对外汉语教学中纠正错误的技巧与方法[J]. 佳木斯大学社会科学学报,2001,(8):151-153.
[20]吴门吉. 监控策略及其在初级汉语口语教学中的应用[J].暨南大学华文学院学报,2004,(1):10-15.
[21] 胡丹. 谈对外汉语学习中的错误及如何纠正 [J]. 辽宁税务高等专科学校学报,2004,(2):47-49.
[22] Corder, Pit. Introducing Applied Linguistics Harmondsworth [M]. Penguin,1979.
[23] Vivian Cook. Linguistics and Second Language Acquisition [M]. 外语教学与研究出版社,2000.
[24] Levelt, W.and A.Cutler. Prosodic marking in speech repair [J]. Journal of Semantiself-repair,1983,(2):205-217.
[25] Foster, P. & Skehan, P. The influence of planning and task type in second language performance [J]. Studies in Second Language Acquisition, 1996, (18):299-323.
[26] Kormos, J. The effect of speaker variables on the self-correction behavior of L2 learners [J]. System, 1999b,(27):207-221.
[27] Rieger, C.L. Repetition as Self-repair strategies in English and German Conversations [J]. Joumal of Pragmatics self-repair, 2003, (35):47-69.
[28] Jefferson, G. Side sequences [A]. In D.Sudnow (Ed), Studies in social interaction [C]. New York: Free Press, 1972:294-338.
[29] Jefferson, G. Error correction as an international resource [J]. Language in Society 1974,(2):181-199.
[30]Krashen, S.D. Principles and practice in second language acquisition.Oxford: Pergamon, 1982.
[31] Schegloff, E.A. The relevance of repair to syntax for conversation [A]. In D.Sudnow (ed.) Discourse and syntax [C]. New York: Academic Press,1979.
[32] Levelt, W.J.M. Speaking: From Intention to Articulation [D]. Cambridge, MA: MIT Press, 1989.
[33]Cheepen, C.The pragmatics self-repairs of friendliness and user-friendliness in investigation of repairs in human-human dialogue and in human-computer [J]. Journal of Pragmatic self-repair, 1994,(4):1, 63-79.
[34] Van Hest, E. Self-repair as Measure of Language proficiency [Z]. paper presented at the 18th Annual Language Testing Colloquium in Tampere, Finland, 1996b.
[35] Kormos, J. The timing of self-repairs in second language speech production. [J]. SSLA, 2000a, 22/2:145-167.
[36] Kormos, J. The Role of Attention in monitoring second Language speech production [J]. Language learning, 2000b, (50):343-384.
[37] Poulisse, N. Slips of the Tongue and their Correction in L2 learner Speech: Metalinguistic Awareness and Second Language Acquisition [Z]. Paper presented at the 10th world Congress of Applied Linguistics Amsterdam, 1993.
[38] Fathman, A.K. Repetition and correction as an indication of speech planning and execution processes among second language learners [Z]. In H.W.Dechert& M.Raupach (Eds.), towards a cross linguistic assessment of speech production (PP.77-85).Frankfurt: PeterD.Lang,1980.
[39] Lennon, P. Retelling a Story in English as a Second Language Speech [A]. In H.W.Dechert et al (Eds) Second Language Productions[c], 1984:50-68.
[40] Green, P.S., & Hecht, K. Pupil Self-correction in oral communication in English as a foreign language [J]. System, 1993, (21):151-163.
[41] Krashen, S.D. Self-correction and monitor: Percent of errors corrected of those attempted versus percent corrected of all errors made [J]. System, 1994, (22), 59-62.
[42] Lennon, P. Investigating Fluency in EFL:A Quantitative Approach [J]. Language learning, 1990, (40):387-417.
[43] Laver, J.D.M. Monitoring systems in the neurolinguistic control of speech production [M]. In V.A.Fromkin (Ed.), Errors in Linguistic Performance: Slips of the Tongue, Ear, Pen and Hand. New York: Academic Press, 1980.
[44] Motley, M.T., C.T. Camden, & B.J. Baars. Covert formulation and editing of anomalies in speech production: Evidence from experimentally elicited slips of the tongue [J]. Journal of Verbal Learning and Verbal Behavior, 1982, (21): 578-594.
[45] Foster, P. & P. Skehan. The influence of planning and task type on second language performance [J]. Studies in Second Language Acquisition, 1996, (18):299-323.
[46] Bussmann, H. Routledge Dictionary of Language and Linguistics [M]. Translated and edited by Gregory P.Trauth & Kerstin Kazzazi.London: Rout ledge, 1996:90-145.
[47] Shriberg, E. Preliminaries to a theory of speech disinfluencies [D]. PhD thesis, University of California, Berkeley, 1994:256-378.
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