输入强化对高中生学习和掌握英语习语之影响实证研究(2)

发布时间：2014-09-10 19:51

2.2 The Noticing Hypothesis
Corder, in 1967，made an important distinction between what hecalled input and intake. Input refers to what is available to the learner,whereas intake refers to what is actually internalized (or, in Corder'sterms, "taken in") by the learner. Anyone who has been in a situation oflearning a second/foreign language is familiar with the situation in whichthe language one hears is totally incomprehensible, to the extent that itmay not even be possible to separate the stream of speech into words.Whereas this is input, because it is available to the learner, it is not intake,because it "goes in one ear and out the other"; it is not integrated into thecurrent learner-language system. This sort of input appears to serve nogreater purpose for the learner than does that language that is never heard.Conceptually, one can think of the input as that language (in both spokenand written forms) to which the learner is exposed.

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Chapter Three Methodology........ 37
3.1 Research Design .......  37
3.1.1 Research Questions....... 37
3.1.2 Research Subjects....... 42
3.1.3 Research Instruments....... 45
3.2 Research Procedure....... 56
3.2.1 Data Collection .......59
3.2.2 Data Analysis .......62
Chapter Four Results and Discussion .......63
4.1 Overall English Proficiency....... 63
4.2 Effects of Input Enhancement on Noticing English Idioms .......64
4.3 Effects of Liput Enhancement on the Immediate Acquisition ofEnglish Idioms....... 66
4.4 Effects of Input Enhancement on the Final Acquisition of EnglishIdioms....... 68
4.5 Discussion....... 70

Chapter Four Results and Discussion

4.1 Overall English Proficiency
The scores of the students who participated in the cloze test wereinitially used to see if the four groups differed in English proficiency, andthe statistical analysis showed the 4 pre-experimental groups wereequivalent in English proficiency. The overall mean and standarddeviation of the cloze test scores were 12.782 and 2.878 respectively.Table 4.1 shows the descriptive statistics for the 20-item cloze test. Research question 1 :Does enhanced input show greater power indrawing learners' attention to the English idioms than unenhanced input?If so, which technique (Elaboration, Textual Enhancement or Recitingperforms best?This research question is mainly concerned with the noticing issue.After data collection, the author compared tiie noticing scores of the threeenhanced groups with those of the control group. All the four groups readthe story passage for only one time and the questions in the noticing testwere all extracted from that story. These groups differed from each otherwith respect to the styles that they were exposed to the input material.

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Conclusion

The present study was based on the studies of Alanen (1995)，Izumi(2002) and Kim (2003). The author aims to examine the facilitativeeffects of the three input enhancement techniques (Reciting, TextualEnhancement and Elaboration) on the noticing as well as acquisition ofthe English idioms. Positive effects were observed by the tests results. Inthis concluding chapter, the findings of the present study are summarized,in addition, some possible theoretical and pedagogical implications aresuggested. Besides, the limitations of the present study are discussed andsuggestions for future research are proposed.As there are three tests involved in the study, the author not onlycompared their scores in each test among the four groups, but alsoexamined the order consistency of their performances from the immediateacquisition posttest to the final acquisition posttest. Four major findingsare evident in this study.

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