設(shè)置輸出任務(wù)對聽力理解中注意分配與語言習(xí)得的影響——以過去虛擬式為例的實驗研究

1、in響以過去虛擬式為例的實驗研究taskoneffectofpushcdotic i rigoutputanc!l2l i s t en i ngcomprehensi onpastwithhypotheticalexperimentalstudyby物anfangofunderthesupcrvisionartssubmittedrequi rementsschoolofprofcssorliuxuchuiinpart ialfulfil line ntforthedegreeoftheofmasterofforeignnormaluniversity1 1 fll 1 11 tttiiii

2、iiy1921nanjingmay, 2011lfi745學(xué)位論文獨創(chuàng)性聲明i本人鄭重聲明：所提交的學(xué)位是本人在導(dǎo)師指導(dǎo)下進行的研究工作和取得的研究成果。木論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文屮作了聲明并表示了謝意。期:。川礦學(xué)位論文作者簽名.鶴學(xué)位論文使用授權(quán)聲明學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布木學(xué)位論文的部分或全部內(nèi)容，可以釆用影卬、復(fù)卬等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機關(guān)或機構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查

3、閱和借閱。保密論文在解密后遵守此規(guī)定年。保密論文注釋：本學(xué)位論文展丁保密論文，保密期限為學(xué)位做儲躲檔指導(dǎo)教師躲宙q絮日期：h期:秒ii.多、摘要尋求有效的第二語言教學(xué)方法一直受到研究者極大的關(guān)注。long 1991提出“形0訂式聚焦focusform ",是在以意義和交際為中心的教學(xué)過程中有意識地引導(dǎo)學(xué)1995提岀的“輸出的注意功能”，探討設(shè)置輸出任務(wù)3c本重構(gòu)對學(xué)習(xí)者在輸入性語篇中對形式注意、語篇理解乃至目標(biāo)形式習(xí)得的影響。木研究的受大學(xué)兩個平行班的共47名中等英語水平的學(xué)習(xí)者，并隨機分成實驗組有 輸出任務(wù)和控制組無輸岀任務(wù)。目標(biāo)語法為過去虛擬式。實騎組要求聽短文后對 該短文進1行

4、文本重構(gòu)；控制組要求聽相同材料后回答理解性問題。實驗數(shù)據(jù)包括受試者筆記，前測和后測的分析結(jié)果構(gòu)成了定量研究的 數(shù)據(jù)；定性研究結(jié)合受試者的反思性問卷。實驗結(jié)果首先驗證了 wickens的容量理 論，即：在聽力模式下，受試能夠同時注意到內(nèi)容和形式，至少是淺層意義上的語法激 活。實驗結(jié)果還表明強迫性輸出任務(wù)下的實驗組1注意到更多的目標(biāo)形式，盡管數(shù) 據(jù)表明這一差異并不顯著；但另一方面，受聽力輸入模式的限制，絕大多數(shù)受試者只注意到目標(biāo)結(jié)構(gòu)中支離破碎的單詞，而非完整的語法形式；2對文章信息有更多的理 解和把握；3在隨后的輸出任務(wù)中能夠嘗試著使用與目標(biāo)語法相近的形式或能夠準(zhǔn) 確的使用目標(biāo)語法。關(guān)鍵詞：強迫性

5、輸出，注意，語言習(xí)得，過去虛擬式abstract aw idebeenhasmcthodsinsccondefficientfindingto drawsstudents' attent iononform”whichovertlyconcenl. long 1991 proposes “focusonfocusisinlessonswhose overridingas riseelcmcntsincidentallythey1 ingui sticonthethcorycommun i cati on basedorcapacitymeaningfunctionofswain&quo

6、t; sstudyoutputthis1995promotedwickens 1989 andbyofnoticinghatendstolearners''pushedexploreoflearners'taskonhypotheticalteconstl1 loti onnoticingpastconditionalinofsubsequentandthehypotheticalpastdevelopmentcomprehensiontwolearnersfromwere47intermediateparallelengli shproduction. thepart

7、iciglantsdividedintotheclasseswereexperimentalclassesinaon, tworandomlyuniversity. lateralistenedtoegandthecontrolrespectively. thegroup co：-outpuogroup eg： +outpuoauralbutreceivedthesamecginputinatextreconstrueliontask； thetextandengagedtotakenotesem sweredextensionwereinstructedgroupsquestions. bo

8、thcomprehensionmadewiththeandwereprogramintheanalysesandtookpretestposttest. quantitythedatapar ttowassocialprocessofemployedscience , ， whichspss stati stiepackagewithandhelpedcollectedquestionnaire posttcst. besides, retrospectivebynotes, pretestisthatourresearchdemonstrateaccordingresultsoftheana

9、lysesqualitativcanalyscs. theandformcouldnoticemeaningwellwiththetheory, i. e., participantsmultiple, resourcetothenalneofauralleastinthcsupcrficiaitriggeringmodalityinput, atsimuitaneouslythattheegalsorevealresults1noticeofcertainknowledge. besides,thegrammaticalauralthei ti snotbyoftheform, eventa

10、rgetsomeisolateditemnoticeofthestructure, vastparticipantsinput, insteadintegratedtouseoruseofthemoreinformationtargettext；3 attempttargctform； °°coniprchcndintheirfi keformssubsequentproduction.condi tionalacquisition,pasthypotheticalwords： pushedoutput, noticing, languagekey11;ff萄1 1 / i

11、 j 丄 j丄 丄abstract. contemsilllintroduction1chaptertheof1. 1study?1backgroundthethesis.21 2structureof2litcraturercvicw4chapter2. 12. 2noticing522idefinitionofinsla 5noticing2. 2. 2thenatureofattention7functionof2. 2. 3noticingoutputstudies102. 3relatedstudiesontasks2. 3. 1promo t i ngno t i c i ng 1

12、0empirical pushed output23smdies2limitationsof13previous3rcscarch99-q9 methodology14chapter3. 1 tntroduction14and3. 2researchqucstionshypothcscs143. 3participants34form 15target3. 5instrument16 material -163. 5. 1inputtests3. 5. 23. 5. 3extensionquestions 18protocolcomprehension3. 5. 4recall18compre

13、hensionretrospectivetreatment3. 6experimentaldatacollectionanddata3. 7analyses20371data20quantitativcdata j.23qualitative4resultsanddiscussion24chapterresults 244. 14. 141pro4. 1. 4onegandcgin4. 2discussion-.interpretationnoticingbyretrospcctivcissue-noticing284. 2. 2theacquisitionissue 32chaptercon

14、clusion5. 1majorfindings355. 2pedagogical implications355. 3limitationsofthccurrcntandforthefuturestudyresearch 37suggestionsbibliography 39appendix44appcndix12壬耳appendix.45appendix3 ?.47f li, pendix 48appendi xappendix 50appendix752llntroductionchapterchapteri. ntroduction1. 1ofthebackgroundstudtot

15、eachhasbeenanoverseveralcenturi es，howforeignlanguagealways importantarecominittedtomoreeffecti vemethodstomeetconcern. researchersfindingpracticalmaindifferentofneedsofmethodologicallanguagelearning. amongvarietyoptions,twohavedominatedsecondi ndi fferenti nchina：methodsteachinglanguageteachingperi

16、odgrammar-translationcommunicativemethod form-focused andlanguagctcochingfalls grammar, whichmeaning-focused theemphasizesintoasenscoflattcrcatcrstocommunicativcnccdofmechanism； theisattheofexpe nsegramnieiti cal accuracy. atprocessingparamountholdthatsecondandconsistofgenerallanguageperformaneeprof

17、icicncy memyand2003,ellisfeingredients，involvingfluency, ciccureicycomp 1 exity skehanl998；ellisandbarkhuizenform-focusedofwhich2005 accordingly, allintegrationmeaning-focusedarconinstruct!onthe of "focusform”,appcalcdto. long 1991 proposcsconccptreferstolearners' attentiontofeatureswhenfoc

18、usonincidentallydrawing1inguistictheycommunicationlateroninwhichon,muchmeaningfulcontroversyappearedachievingandonwhatsealeshouldteachersdirectlearners' attentiontowhenwaygrammarrctainingmeaning-orientedlearning.anothertrendisa concern w ththeconscious insecondgrowingprocesseslanguageontheacquis

19、ition s 八 truscott, 1998 centerednoticinginstructorsandrcscorchcrsturnthcir tothc issucinthe ofseekingconsensusthatisaforoflesson. nowadays,thestudyappropriateapproachesgrammarofhasbeenawideconcerninslaandithasalmostpenetratedeveryaspectnoticinglearningprocess, suchas ''perception，"deci

20、siontotakcplacelearningthenatureofresearcherscommittoasattentionasalimitedattention, suchexploringofthreeofcapacity； thenetworkingsubprocesestoal1ocateattentionalresourcesdetection cross2002 andseekingappropriatetechniquesoftheintentionally. inearlyyears, influencedby inputhypothesisbenefitsofto hav

21、e muchattentioninattendinginput gainedmanyorinputenhancement sharwoodconsciousness-raisingtermsofthethreeofinformation atwhichnevertheless ingencreilstagesprocessingrcsun rcc 如i literatllresonsecondlanguagepedagogypr呦olcsrctumtosome加冊of伊砌arinstruct!onincontent. basedtoclass, andtaskswhichtnll 鞏payin

22、gattentionsometo 鯽呦 ati 咖 accura fidespjtero如00髦e警咖ncxb砌lebeendcyotcdtokindsoftasks。 npromo t 噸 n。ti 血 g, the。results 'ofde?hastoform 岫 ghcognitivecomparisonbetweentheirintcrl 如glialge州 attentionfrl ， yetcond 哪 ionsmadebyprevio usrose 砌 csirepo：: e：:d 竺。g： 1 鋤 guageandthefu 刪 ctonofnotlcingoutpu

23、th啪，tbe曲礪yco尬珊ed ；besides, m： 7mrshouldbemodality inducedtovallidateitsutihtvewofks ft eflle啪ersintrigge 廟 lgnotinod知艦。？c砌z血舀i. c., foi咖gorco 蝴 uni 訓(xùn) vcactivities, theirattention.on. fo. rm iie c 唧 rchensionofincorpor 州 onpasth , potheticalcondjti。nallinthefollo wi 乏 p內(nèi) dueti。 n，nputtoespeciallylear

24、nersatintermediateandadvaneed1evels.1. 2structureof thethesischaptermak 鸛 abriefintroductiontotheofbackgroundthestudv.reviewssorccnotionsilithjsstudvaappliedfnl> -竺 pterd，sfof 一小mmfoaremadeinianthzloncisg：囂竺竺姐fitscapacitycheory 鋤 d:! i： 1lspecially rcjatedpreviousstudiesarerecol1ectedandfunherall

25、alvzed.ofthemfocusdifferently.2. 1onsecondrecently, literaturesareturnt osomefornilanguagepedagog)promoteofinstructioninonclass, long 1991 proposes focusform",鋤d姍 mberofresearcherswiththisinstructioninagreefotospromotingdcvclopmcnt c。g&ellis1991； long,1991； sharwoodothertworelatedsmi th, 19

26、91, 1993 besides, thebutdistinctessentiallynotions “focus on forms，and “focusontobemeaning? ' aleoughtclarified.focuso on-formscomesfirst. itisdcfincdasinstructioninwhich andlcssonssyllabiarebasedonthelinguisticitems, withtoteachthosefor1991 -itanearlierprimarygoalbeinginwhichthemainitemstcachin

27、gmcthodologyorganizingprincipleclassroomsistheaccumulationofindividuallanguagelanguagepluralendings,ofp 勰 siv 髓，andtypicalmethodinlessonsis酬exampleteachingledtppp，andpresentation, practicelittlecottutlicativel2product nevertheless,with use. itsufferfromoflittlechancemayofandproblemscommunication, un

28、rcalisticmcchanjzcdrcductionoflanguagelearnersmotivationetc.assimilation, gradualthecentralfocus-on。meaning, withwordmeaning" ， isto typicalresponsefocus oil-forms. as tonaltowchallengeisandefinition, itinwh ichclassroomapproachactivitiesareallconcernedwithmeaningfulcommunication mcaningwi thli

29、ttieattentiontoforms. learners 鋤 rcforauthenticgivenwithprovidedopportunitiescommunicationinthewith 'floodtargetlanguage, presenting communicativel2input" ofthcformofcontcnt-bascduse， e. g?， inlessonsorimmersedwhichlessonsdassrooms, inareoftentheseinteresting, relevant, andrelativelysuccess

30、ful. despitecontributions.researchersf indthatthcrcstillskillsexistsuchmanyproblemsas :studentsproductiveremain farfromwithtonativelike, particularlyrespectgrammaticalthecircumstanceofis, undor1991 ?thatwithbeingexposedplentifulinputopportunity,showlevelsofmayhighcomprehensive!earnersability； beside

31、s, theprioritymeaningistoachieveinprocessinglikely1 earners' fluencycommunication, butofproblemsinthat itondiffersform"， which1995； skehan, 1998 long 1991 proposes "focus inlessonstoelementsas risedrawsstudents' attentionlinguisticthey incidentally"overtlyorwhosefocusisonresul

32、t,predeterminedextensivewithineidentalfocusonformwhichoverridingmeaningisdrawntoitems astheneedlearners' attentionlinguisticonlybeorinofmaybywayshi fting pl annedi nci dental notcoverageprovidesellis 2001 comparedor focusonformhastheofadvantageprov i d i ngplannedguidedasnowhasbeenintensive ofon

33、eitwidclyacccptedcoveragespec i f i c1 inguistictodifferenttaskdemandstodrawbeadesigningnecessarypedagogicintervent ion.ways thatattentiontoformsisoneofthedevicestoshift forfocusedintentionallymay practical thoughfocalattcntionthisonformreferstohowsuccessfulsense, focuslanguagelearning. inrecoursesa

34、reallocatedinacontent-basedclass.shifttoformoccurwhilealwaysall intreatment, noticingmay1earnersarecenteredonmeaningtobothformandlearnersinlinguisticmayexperi encedi ffi cultyattendi ngoflimitationsofissuecontentatthesametimebecauseofnoticing.hence,theprocessingand 1earnerscouldnot i ceformandwhethe

35、rhowlinguistic meaningsimultaneouslyconcerned.higllly2. 2noticingaimstoachievetheincidentalshiftofsincethe “focus-on form，techniquenoticingtobeissueto whontheformof “noticing' ， needsrctainingmeaningproccssing，thefurther.exploredofinsla2. 2. definitionnoticingofwellasthe attention, iscogni ti ve

36、processselectivelypsychologically, noticing, aswhileotherisalsooneoftheenvironmentaspectignoringonthings. italmostwetheconcentratingoutthatforththe continuallypointsto：withoutdetectionislearningimpossible, somaysimplifyequationnoticing awareness.andofattentionresearchers, tomlinfine-grainedamongvilla 1994 haveanalysissomcofthcccntralthatmaketheconstrueto