任务型教学法中教师重铸与学习者认知风格的相关性研究

发布时间：2018-05-05 15:14

本文选题：外语教学 + 重铸　；参考：《四川外国语大学》2017年硕士论文

【摘要】：重铸(Recasts)是外语教学和二语习得过程中被广泛使用的一种反馈形式,它具有间接性和隐蔽性的特点,因此使得重铸在以意义为核心的交流和教学中不易被学习者察觉。而学习者能否意识到重铸的出现主要是由学习者的认知风格决定的,正是认知风格决定了注意力的分配、记忆和学习的方法等。因此,本文拟在任务型教学法中,探究教师重铸给外语学习者语法水平带来的提高效果与学习者认知风格之间的相关性。38名瑞思学科英语Prerise阶段的学生参与了本次实验。根据被试者在镶嵌图形测试(Group Embedded Figures Test)中的得分情况,将被试者分为两组,分别为场依赖组(FD 18名)和场独立组(FI 20名)。实验对被试者英语口语输出中的一般现在时第三人称单数主谓一致进行重铸。实验包括前测、后测和延迟后测。三次测试都由图片描述(PDT)和听力题(LT)两种题型组成。通过SPSS软件对三次测试结果的统计分析,两组被试在前测中的成绩无显著性差异,然而在后测和延迟后测中FI组的成绩均显著性的优于FD组,并且在FI组内,后测和延迟后测的成绩均和前测成绩有显著差异。而在FD组内,后测和延迟后测的成绩均与前测成绩均无显著性差异。由此,研究结果证明了重铸的有效性,表明了教师重铸的效果受学习者认知风格的影响,得出了重铸只对拥有场独立认知风格的学习者有显著提高效果的结论。
[Abstract]:Recasting (Recasts) is a widely used form of feedback in foreign language teaching and second language acquisition. It has the characteristics of indirectness and concealment, which makes it difficult for learners to perceive recasts in meaningful communication and teaching. It is the cognitive style that determines the distribution of attention, memory and learning methods. Therefore, in the task-based approach, the present study aims to explore the correlation between the effects of teacher remolding on learners' grammatical level and their cognitive styles. 38 students in the Prerise stage of Reese subject participated in this experiment. The subjects were divided into two groups: field dependent group (FD 18) and field independent group (FI 20). In this experiment, the third person singular subject-predicate consistency in the English spoken English output of the subjects was recast. The experiment includes pre-test, post-test and delayed post-test. The three tests are composed of two types: picture description (PDT) and listening question (LTT). Through the statistical analysis of the results of three tests by SPSS software, there was no significant difference between the two groups in the results of pre-test. However, the scores of fi group were significantly better than those of FD group in post-test and delayed post-test, and in fi group, there was no significant difference between the two groups. The scores of post test and delay test were significantly different from those of pre test. In FD group, there was no significant difference between post-test and delayed post-test. The results show that the effect of teacher recasting is influenced by learners' cognitive style, and the conclusion that recasting can only improve learners' cognitive style is significant.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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