“注意”对中国大学生头韵词块记忆的影响
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摘要
近些年来,越来越多的研究表明学习者的二语水平与其掌握的二语词块数量有很大关系。然而词块数量庞大,如何将其记忆却是一大难题。根据近来提出的“头韵策略”,头韵有利于记忆,且“注意”可加强这种功能。本文基于Lindstromberg and Boers (2008a)的研究,通过两个实验探讨“注意”对中国大学生头韵词块记忆的影响。
实验一通过分析被试对四类短语分类的结果研究学习者能否在没有任何指导的条件下注意到头韵短语。实验二选用与实验一不同的被试,将其分成实验组和控制组,通过对实验组和控制组的短语产出结果进行分析,从而研究：1.头韵短语是否比无语音重复的短语好记；2.通过引导学习者注意能否加强其对头韵短语的即时记忆；3.通过引导学习者注意能否进而加强其对头韵短语的延时记忆。实验二的具体过程为：首先,研究者通过三个例子引导实验组的被试注意头韵现象,对控制组的被试则不进行引导。然后,要求实验组和控制组的被试朗读26个目标短语(13个押头韵,13个无语音重复)。两分钟后给实验组和控制组的被试每人发一张白纸,要求他们写下他们所能记住的全部短语。一周后让两组学生从52个短语中(26个干扰项)识别并划出先前读过的26个短语。研究者对实验一中被试分类结果逐个进行分析描述并对实验二中两组被试先后两次头韵短语和无语音重复短语产出结果用SPSS11.5社会科学统计软件进行统计。结果表明：1.实验一中大部分学生对短语的分类混乱,说明他们没有注意到头韵现象；2.实验二中控制组学生写下的头韵短语的数量远远高于其写下的无语音重复短语的数量,说明头韵短语比无语音重复短语好记；3.实验组学生写出的头韵短语的数量远远高于控制组学生写出的头韵短语的数量,说明通过引导实验组学生注意短语中的头韵现象强化了他们对短语的即时记忆；4.一周后实验组学生划出的头韵短语数量远远高于控制组学生划出的头韵短语的数量,说明通过引导实验组学生注意短语中的头韵现象进一步强化了他们对短语的延时记忆。
以上结果表明：“注意”对中国大学生头韵词块的记忆有显著的促进作用。
Many researches in recent years show that second language proficiency positively correlates with knowledge of lexical chunks. However, the question is raised concerning how to commit the large number of chunks in natural languages to long-term memory on traditional time-limited L2 courses. A mnemonic method called "alliteration strategy" is proposed recently on the belief that chunk-learning could be facilitated by drawing learners' attention to a type of salient sound patterning—alliteration. Based on the study of Lindstromberg and Boers (2008a), this thesis is an attempt to investigate the effect of noticing on Chinese college students' retention of English alliterative chunks.
Two experiments were carried out involving non-English major sophomores. Experiment 1 addresses the possibility that Chinese college students can notice alliteration in English phrases without instruction. A sorting task which involved four kinds of phonologically different phrases was carried out in this experiment. Experiment 2 assesses the likelihood that alliteration has mnemonic effect and this mnemonic effect could be amplified if learners are instructed to notice the phenomenon. Two groups were involved in this experiment, a control group and an experimental group (participants in Experiment 1 were not included). The participants in both groups took part in a reading-writing task, in which they were given a list of phrases (composed of alliterative phrases and no-repetitive phrases) to read and then were asked to write down the phrases they read as many as they could. Before the reading-writing task, the experimental group was instructed with examples to notice alliteration in phrases while the control group received no such instruction. One week later, the two groups were asked to finish a recognition task in which the previous phrases were mixed with distractors. Data of Experiment 1 were analyzed in a descriptive way and data of Experiment 2 were submitted to SPSS11.5 for statistical analysis. The results showed that:firstly, most Chinese L2 learners could not spontaneously notice the phenomenon of alliteration in everyday English phrases; secondly, alliteration had mnemonic effect, at least in relatively short English chunks; thirdly, drawing Chinese L2 learners'attention to alliteration in English chunks could enhance their short-term memory of these chunks; and finally, drawing Chinese L2 learners' attention to alliteration in English chunks could further strengthen their long-term retention of these chunks.
Based on the results listed above, it is safe to conclude that noticing has facilitative effect on Chinese college students' memorization of English alliterative chunks.
实验一通过分析被试对四类短语分类的结果研究学习者能否在没有任何指导的条件下注意到头韵短语。实验二选用与实验一不同的被试,将其分成实验组和控制组,通过对实验组和控制组的短语产出结果进行分析,从而研究：1.头韵短语是否比无语音重复的短语好记；2.通过引导学习者注意能否加强其对头韵短语的即时记忆；3.通过引导学习者注意能否进而加强其对头韵短语的延时记忆。实验二的具体过程为：首先,研究者通过三个例子引导实验组的被试注意头韵现象,对控制组的被试则不进行引导。然后,要求实验组和控制组的被试朗读26个目标短语(13个押头韵,13个无语音重复)。两分钟后给实验组和控制组的被试每人发一张白纸,要求他们写下他们所能记住的全部短语。一周后让两组学生从52个短语中(26个干扰项)识别并划出先前读过的26个短语。研究者对实验一中被试分类结果逐个进行分析描述并对实验二中两组被试先后两次头韵短语和无语音重复短语产出结果用SPSS11.5社会科学统计软件进行统计。结果表明：1.实验一中大部分学生对短语的分类混乱,说明他们没有注意到头韵现象；2.实验二中控制组学生写下的头韵短语的数量远远高于其写下的无语音重复短语的数量,说明头韵短语比无语音重复短语好记；3.实验组学生写出的头韵短语的数量远远高于控制组学生写出的头韵短语的数量,说明通过引导实验组学生注意短语中的头韵现象强化了他们对短语的即时记忆；4.一周后实验组学生划出的头韵短语数量远远高于控制组学生划出的头韵短语的数量,说明通过引导实验组学生注意短语中的头韵现象进一步强化了他们对短语的延时记忆。
以上结果表明：“注意”对中国大学生头韵词块的记忆有显著的促进作用。
Many researches in recent years show that second language proficiency positively correlates with knowledge of lexical chunks. However, the question is raised concerning how to commit the large number of chunks in natural languages to long-term memory on traditional time-limited L2 courses. A mnemonic method called "alliteration strategy" is proposed recently on the belief that chunk-learning could be facilitated by drawing learners' attention to a type of salient sound patterning—alliteration. Based on the study of Lindstromberg and Boers (2008a), this thesis is an attempt to investigate the effect of noticing on Chinese college students' retention of English alliterative chunks.
Two experiments were carried out involving non-English major sophomores. Experiment 1 addresses the possibility that Chinese college students can notice alliteration in English phrases without instruction. A sorting task which involved four kinds of phonologically different phrases was carried out in this experiment. Experiment 2 assesses the likelihood that alliteration has mnemonic effect and this mnemonic effect could be amplified if learners are instructed to notice the phenomenon. Two groups were involved in this experiment, a control group and an experimental group (participants in Experiment 1 were not included). The participants in both groups took part in a reading-writing task, in which they were given a list of phrases (composed of alliterative phrases and no-repetitive phrases) to read and then were asked to write down the phrases they read as many as they could. Before the reading-writing task, the experimental group was instructed with examples to notice alliteration in phrases while the control group received no such instruction. One week later, the two groups were asked to finish a recognition task in which the previous phrases were mixed with distractors. Data of Experiment 1 were analyzed in a descriptive way and data of Experiment 2 were submitted to SPSS11.5 for statistical analysis. The results showed that:firstly, most Chinese L2 learners could not spontaneously notice the phenomenon of alliteration in everyday English phrases; secondly, alliteration had mnemonic effect, at least in relatively short English chunks; thirdly, drawing Chinese L2 learners'attention to alliteration in English chunks could enhance their short-term memory of these chunks; and finally, drawing Chinese L2 learners' attention to alliteration in English chunks could further strengthen their long-term retention of these chunks.
Based on the results listed above, it is safe to conclude that noticing has facilitative effect on Chinese college students' memorization of English alliterative chunks.
引文
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Boers F. (2000). Metahor awareness and vocabulary retention. Applied Linguistics,21, 553-71.
——. (2001). Remembering figurative idioms by hypothesising about their origin. Prospect,16,35-43.
Boers, F.& Demecheleer, M. (1998). A cognitive semantic approach to teaching prepositions. English Language Teaching Journal,53,197-204.
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Boers, F., Eyckmans, J.,& Stengers, H. (2007). Presenting figurative idioms with a touch of etymology:More than mere mnemonics? Language Teaching Research, 11,43-62.
Boers, F.& Lindstromberg, S. (2005). Finding ways to make phrase-learning feasible: The mnemonic effect of alliteration. System,33,225-238.
——. (2008). Structural elaboration by the sound (and feel) of it. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp.329-235). Berlin:Mouton de Gruyter.
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——. (1995). Interpretation tasks for grammar teaching. TESOL,29,87-105.
——. (1997). SLA research and language teaching. Oxford:Oxford University Press.
Erman, R.& Warren, B. (2000). The idiom principle and the open-choice principle. Text,20,29-62.
Fallon, A., Groves, K.,& Tehan, G. (1999). Phonological similarity and trace degradation in the serial recall task:When CAT helps RAT, but not MAN. International Journal of Psychology,34,301-307.
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Gupta, P.& MacWhinney, B. (1997). Vocabulary acquisition and verbal short-term memory:Computational and neural bases. Brain and Language,59,267-283.
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Bardovi-Harlig, K. (2002). A new starting point? Investigating formulaic use and input in future expression. Studies in Second Language Acquisition,24,189-198.
Biber, D.& Finegan, E. (1989). Drift and evolution of English style:A history of three genres. Language,65,487-517.
Boers F. (2000). Metahor awareness and vocabulary retention. Applied Linguistics,21, 553-71.
——. (2001). Remembering figurative idioms by hypothesising about their origin. Prospect,16,35-43.
Boers, F.& Demecheleer, M. (1998). A cognitive semantic approach to teaching prepositions. English Language Teaching Journal,53,197-204.
Boers, F., Demecheleer, M.,& Eyckmans, J. (2004). Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards& B. Laufer (Eds.), Vocabulary in a second language:Selection, acquisition and testing (pp.53-78). Amsterdam:John Benjamins.
Boers, F., Eyckmans, J.,& Stengers, H. (2007). Presenting figurative idioms with a touch of etymology:More than mere mnemonics? Language Teaching Research, 11,43-62.
Boers, F.& Lindstromberg, S. (2005). Finding ways to make phrase-learning feasible: The mnemonic effect of alliteration. System,33,225-238.
——. (2008). Structural elaboration by the sound (and feel) of it. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp.329-235). Berlin:Mouton de Gruyter.
Brown, A. S.& Knight, K. K. (1990). Letter cues as retrieval aids in semantic memory. American Journal of Psychology,103,101-113.
Brown, R. (1973). A first language:The early stages. Cambridge, MA:Harvard University Press.
Brown, R.& McNeill, D. (1966). The "tip of tongue" phenomenon. Journal of Verbal Learning and Verbal Behavior,5,325-337.
Carr, D.& Miles, C. (1997). Rhyme attenuates the auditory suffix effect:Alliteration does not. The Quarterly Journal of Experimental Psychology:Section A,50/3, 518-527.
Clark, J. M.& Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review,3,233-262.
Cohen, G., Eysenck, M. W.& LeVoi, M. E. (1986). Memory:A cognitive approach. Milton Keynes:Open University Press.
Conrad, R. (1964). Acoustic confusions in immediate memory. British Journal of Psychology,55,75-84.
Cook, G. (2000). Language play, language learning. Oxford:Oxford University Press.
Cowan, N. (1993). Activation, attention, and short-term memory. Memory and Cognition,21,162-167.
De Cara, B.& Goswami, U. (2002). Similarity relations among spoken words:The special status of rhymes in English. Behavior Research Methods, Instruments and Computers,34/3,416-423.
Dell, G.& Gordon, J. (2003). Neighbors in the lexicon:Friends or foes? In N. Schiller & A. Meyer (Eds.), Phonetics and phonology in language comprehension and production:Differences and similarities (pp.9-37). New York:Mouton.
Dowker, A. (1989). Rhyme and alliteration in poems elicited from young children. Journal of Child Language,16,181-202.
Ellis, R. (1985). Understanding second language acquisition. Oxford:Pergamon Institute of English.
——. (1990). Instructed second language acquisition. Oxford:Basil Blackwell.
——. (1995). Interpretation tasks for grammar teaching. TESOL,29,87-105.
——. (1997). SLA research and language teaching. Oxford:Oxford University Press.
Erman, R.& Warren, B. (2000). The idiom principle and the open-choice principle. Text,20,29-62.
Fallon, A., Groves, K.,& Tehan, G. (1999). Phonological similarity and trace degradation in the serial recall task:When CAT helps RAT, but not MAN. International Journal of Psychology,34,301-307.
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Guo S. F. (2008). Different effects of etymological elaboration and rote memorization on idiom acquisition in college EFL learners. CELEA Journal,31,52-62.
Gupta, P.& MacWhinney, B. (1997). Vocabulary acquisition and verbal short-term memory:Computational and neural bases. Brain and Language,59,267-283.
Gupta, P., Lipinski, J.,& Aktunc, E. (2005). Re-examining the phonological similarity effect in serial recall:The roles of type of similarity, category cueing, and item recall. Memory and Cognition,33/6,1001-1016.
Hakuta, K. (1974). Prefabricated patterns and the emergence of stuctue in second language acquisition. Language Learning,24,287-297.
Hatch, E. (1972). Some studies in language learning. Teaching English as a Second Language,6,9-36.
Horowitz, L. M., White, M. A.,& Atwood, D. W. (1968). Word fragments as aids to recall:The organization of a word. Journal of Experimental Psychology,76, 219-226.
Hunston, S.& Francis, G. (1998). Verbs observed:A corpus-driven pedagogic grammar. Applied Linguistics,19,45-72.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis:An experimental study on ESL relativization. Studies in Second Language Acquisition,24,541-577.
Jusczyk, P., Goodman, M.,& Baumann, A. (1999). Nine-month-olds'attention to sound similarities in syllables. Journal of Memory and Learning 40,62-82.
Kihlstrom, J. (1984). Conscious, subconscious, unconscious:A cognitive perspective. In K. Bowers& D. Meichenbaum (Eds.), The unconscious reconsidered (pp. 149-211). New York:Wiley.
Kuiper, K. (1996). Smooth talkers:The linguistic performance of auctioneers and sportscasters. Mahwah NJ:Lawrence Erlbaum.
Lambert, B., Chang, K-Y.,& Lin, S.-J. (2003). Immediate free recall of drug names: Effects of similarity and availability. American Journal of Health-System Pharmacy,60,156-168.
Langacker, R. (1987). Foundations of cognitive grammar, vol.1. Stanford, CA: Stanford University Press.
Leow, R. (2000). A study of the role of awareness in foreign language behavior:Aware versus unaware learners. Studies in Second Language Acquisition,22,557-584.
Lewis, M. (1993). The lexical approach. The state of ELT and a way forward. Hove: LTP.
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