输入强化变式对附加疑问句注意与习得的实验研究

发布时间：2018-06-08 14:02

本文选题：输入强化 + 注意　；参考：《湖南大学》2013年硕士论文

【摘要】：输入是二语习得中最基本的语言材料。对于国内的学习者来说，只能通过提供大量的非自然的输入人为地创造出一个具有丰富语料的二语环境。在构建的二语环境中，输入还要首先被学习者“注意”到并转化为可理解的输入，才有可能得到吸收，然后进行加工处理。由此看来，如何在输入的过程中加强学习者对目标语形式的注意将成为能否促进二语习得的关键。本研究就是采用最直接的、具有一定可行性的方式对输入进行强化，从视觉、听觉等不同方面凸显目标语形式，探究在输入被强化的情形下，特定的语言形式能否吸引学习者更多的注意、更容易促成二语习得。实验选取的目标语形式是附加疑问句，是中国二语学习者普遍感到难以掌握的语法形式之一。本研究通过输入强化的方式对目标语法形式加以凸显来探究二语习得的效果，可以在教学实践中为促进学生的外语学习与习得提供一些有益的参考。本研究采用对照实验的方法，以注意假设和输入假说为理论基础，借助输入强化变式，来探寻中国英语学习者注意及习得附加疑问句的效果，旨在揭示输入强化对附加疑问句的注意与习得是否有显著的促进效用。通过前测、分组实验、后测引出四组英语学习者的实验数据。本文采用SPSS19.0对受试组的数据进行了组间、组内的T检验分析。主要研究结果如下：（1）输入强化明显促进了学习者对附加疑问句的注意，且不同的输入强化变式影响的程度也不一样，规则讲解和背诵促进效果最强（两者间无显著差异），文本强化次之。造成这种程度上的差异主要源于规则讲解是一种显性知识，教师通过引导受试者注意语言形式下的关键特征使语法规则变得十分明确，从而提高受试者对目标语形式的注意，这主要反映了注意假说中“指示”的重要作用；背诵在注意假说中属于“任务要求”，受试者为了完成这一任务，会对语言输入加以特别的注意，虽然本实验中背诵组接受的是普通文本，但由于测试题目摘选于对话本身，所以全文背诵对答题的正确率起到了一定的促进作用。至于文本输入的强化效果略微低于前两者，这主要是因为文本强化属于隐性知识，没有更加直接地作用于受试者。但根据注意假说中对“凸显性”的强调，目标语形式的文本强化相对于其他输入形式仍具有一定程度的识别显性，所以更容易被注意到。故三个强化组对附加疑问句的注意要强于非强化组。（2）输入强化明显促进了学习者习得附加疑问句，且不同的输入强化变式影响的程度也不一样，规则讲解和背诵促进效果最强（两者间无显著差异），文本强化次之。造成这种程度上的差异主要源于规则讲解侧重直接谈论语法规则，可理解的输入获得内化，促使学习者从有意识地学习逐步过渡到无意识的习得；而背诵组的受试者通过视觉器官、感觉器官和肌肉运动以及听觉器官的协同监听，将可理解的输入在大脑内形成记忆网络，在语言习得机制的作用下经过内化，促进其习得。至于文本输入的强化效果略微低于前两者，这主要是因为文本强化仅接受视觉上的单一刺激，让受试者自然地去探索附加疑问句的特征，并进行内部分析、意义-形式的匹配，效率相对于前两者略微偏低。但文本强化的优势在于其内隐式的干预手段，相比于其他输入方式仍易于调动学习者的语言知识。故三个强化组对附加疑问句的习得要强于非强化组。（3）根据组间比较，强化的输入与非强化输入相比，前者带来了明显的作用，产生了积极的促进效果。虽然这三种输入强化变式可以促进学习者对附加疑问句的注意、加工、理解和习得，但通过延迟测试的成绩回落可以看出，输入强化变式可以促进习得却不能保证习得。所以，输入强化可以作为优质的教学资源帮助二语学习者提高实际的习得效率。以上发现表明，通过输入强化的方式可以有效地促进学习者对附加疑问句的注意和习得。在附加疑问句被凸显的情况下，学习者将分配出更多的注意资源，促进可理解的输入和语法规则的内化，提高二语习得的功效。
[Abstract]:Input is the most basic language material in the second language acquisition . For learners in China , it is possible to create a two - language environment with rich corpus by providing a large amount of unnatural input . In the constructed two - language environment , it is possible to obtain the second language environment with rich corpus . In this way , it is possible to strengthen the learner ' s attention to the target language form in the process of input . This research is to enhance the learner ' s attention to the target language form in the process of input .

The target language form of experiment selection is an additional interrogative sentence , which is one of the most difficult grammar forms for Chinese second language learners . This study explores the effect of second language acquisition by means of input enhancement . It can provide some useful references for promoting students ' foreign language learning and acquisition in teaching practice .

In this paper , we use the method of control experiment to find out the hypothesis and input hypothesis as the theoretical basis , and to explore the effect of additional interrogative sentences in Chinese English learners by means of input enhanced variation . The purpose of this study is to reveal the effect of enhancing the attention and acquisition of the additional interrogative sentences . The data of the test group is analyzed by SPSS 10.0 . The results are as follows :

( 1 ) Input enhancement obviously promotes learner ' s attention to additional interrogative sentences , and different input reinforces different effects , and the text is strengthened the second . This difference is mainly derived from the rule explanation is a dominant knowledge , and the teacher ' s attention to the target language form is improved by directing the key features of the subject ' s attention in the form of language , which mainly reflects the important role of " indication " in hypothesis hypothesis ;
It is important to pay special attention to the input of the language in order to complete the task . Although the emphasis of the text input is slightly lower than that of the previous two , the text enhancement in the form of the target language has a certain degree of recognition dominance with respect to other input forms , so it is easier to be noticed . Therefore , the attention of the three strengthening groups to the additional interrogative sentence is stronger than that of the non - intensive group .

( 2 ) Input enhancement significantly promotes learner ' s acquisition of additional interrogative sentences , and the different input enhancement changes are different , and the text enhancement is the second . This difference is mainly due to the direct discussion of grammatical rules by the rule explanation , and the understandable input is internalizing , which causes the learners to learn gradually from consciously learning to unconscious acquisition ;
It is mainly because text enhancement only accepts single stimulus in vision , makes the subject naturally explore the features of additional interrogative sentence , and makes internal analysis , meaning - form matching and efficiency slightly lower than that of the previous two , but the advantage of text enhancement lies in the implicit intervention method , which is more apt to arouse the learners ' language knowledge than other input methods .

( 3 ) According to the comparison between the two groups , the enhanced input has obvious effect on the non - enhanced input , and the positive promotion effect is generated . Although the three kinds of input enhancement types can promote the learner ' s attention , processing , understanding and acquisition of the additional questions , it can be seen that the input reinforcement can promote the acquisition , but can not guarantee the acquisition . Therefore , the input enhancement can be used as a high - quality teaching resource to help the L2 learners to improve the actual acquisition efficiency .

The above findings indicate that the learner ' s attention to and acquisition of additional interrogative sentences can be effectively promoted by means of input enhancement . In the case of additional questions being highlighted , learners will allocate more attention resources , promote the internalization of understandable inputs and grammar rules , and improve the effectiveness of L2 acquisition .
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H09

【参考文献】