任务后语言形式聚焦对间接引语习得影响的实证研究

发布时间：2018-08-06 19:33

【摘要】：本论文在任务型教学的框架下,关注任务后阶段的语言形式聚焦,以中学九年级学生为受试人员,以间接引语为研究对象,旨在检验在中国外语环境下,语言形式聚焦对我国初中英语学习者英语间接引语习得的即时效应以及延时效应。为了达到检验目的,本文提出两个问题：1.任务后语言形式聚焦对学习者的注意力分配有何影响?2.任务后语言形式聚焦对学习者对注意间接引语的习得有何影响?为了回答以上两个问题,本研究设计了前测,实验和两次后测和一次延时后测以及访谈六个部分。受试是一百零七名中学九年级学生,实验组和控制组分别五十三和五十四名。前后测用到的测试工具是笔头测试题。前测结果表明两组受试在英语基本能力方面水平上没有显著差异,但对间接引语基本没有了解。在实验操作阶段,也就是任务后展示任务完成结果的阶段,教师呈现参考的任务材料。教师对实验组的任务材料进行文本突出的处理,而对控制组不进行这一处理。随后两组受试者都要进行三次后测考试,以此来检验文本突出是否对对学习间接引语有影响。在文本中,被突出的部分恰恰是进行直接引语变间接引语需要注意的部分。通过放大字体,改变书写方式,学习者能成功注意到这些变化。通过对两次后测以及延时后测的数据收集和分析以及对访谈内容的分析,结果表明：任务后语言形式聚焦对学习者间接引语的习得有积极的影响。其积极的影响主要表现在以下两个方面：1)对间接引语的人称,时态转变的关注度方面有很大提高。2)对间接引语的人称,时态转变的记忆更牢固,更长久。
[Abstract]:Under the framework of task-based teaching, this thesis focuses on the linguistic forms in the post-task-oriented stage, taking the ninth grade students as the subjects and the indirect quotation as the object of study. The purpose of this thesis is to test the situation in the Chinese foreign language environment. The immediate effect and delay effect of language form focus on English indirect Citation acquisition of Junior High School English Learners in China. In order to achieve the purpose of testing, this paper puts forward two questions: 1. What is the effect of posttask formal focus on learners' attention allocation? What is the effect of post-task-based formal focus on learners' acquisition of attentional indirect quotations? In order to answer the above two questions, this study designed six parts: pre-test, experiment and two post-tests and one delayed post-test, as well as interviews. The subjects were 107 grade 9 students in middle schools, 53 in the experimental group and 54 in the control group. The test tool used before and after the test is a written test. The results of pretest showed that there was no significant difference in the level of English basic competence between the two groups, but there was no understanding of indirect quotation. In the stage of experiment operation, that is, the stage of displaying the result of task completion after the task, the teacher presents the task material for reference. The task material of the experimental group was treated with prominent text, but not with the control group. Then the two groups underwent three post-test tests to test whether text protruding had an effect on the learning of indirect speech. In the text, the salient part is the part that should be paid attention to for direct quotation to indirect speech. By enlarging the font and changing the style of writing, learners can notice these changes successfully. Through the data collection and analysis of two posttests and delayed posttests as well as the analysis of the contents of the interviews, the results show that the post-task-focused language form has a positive effect on the acquisition of indirect language quotations. The positive effect is mainly reflected in the following two aspects: 1) to the indirect citation, the attention of the temporal change is greatly increased .2) to the indirect quotation, the memory of the temporal change is stronger and longer.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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