不同任务驱动下的私语对中国二语学习者的作用

发布时间：2018-05-08 15:16

本文选题：私语 + 成人　；参考：《四川外国语大学》2017年硕士论文

【摘要】：私语在外语学习中的作用已有研究初步证实,尽管目前国内外关于私语的研究方兴未艾,但是私语对外语学习者的影响还存在很大的研究空间。首先,由于私语的监控繁琐复杂,且对软、硬件要求较高,因此大多著述限于文献综述的研究;其次,目前尚未有任何研究将多种任务条件下的私语活动与外语学习效果相结合。另外,鉴于成人口语产出的难度,也罕有研究将成人作为实证研究对象,但是在中国,成人外语学习者占据了很大比例。因此,为了弥补这些研究缺憾,本文从社会文化理论的角度出发,研究不同任务类型驱动下的私语对成人外语学习的影响,旨在解决以下两个问题:(1)二语学习者在完成五种不同任务时的私语在形式上和内容上有什么特点?(2)不同任务驱动下的私语对二语学习者有什么不同的影响?本研究在基于前人的基础上,将社会文化理论作为本文的理论支撑,以多种任务驱动和成人为实验对象作为创新点,选取了20名四川外国语大学英语语言文学专业方向研究生,年龄在23至27岁左右的成人作为实验对象,对她(他)们在完成任务的过程中产生的私语作为研究材料,利用SPSS16.0对所得到的数据进行定量分析,结合访谈的定性分析,最后得到如下结果:(1)私语的形式主要有两种:大声朗读和低声细语,其中包括少量的缩略形式;私语的内容类型丰富,包括自问、自答和自我解释、重复、情感表达语、描述任务等。(2)私语对外语学习者有促进作用,尤其是针对需要大量认知活动的任务,包括谜语习语的解答、写作文,以及演讲准备等。由于本身对口语产出的要求更多,因此被试能够产生更加丰富的私语,以此引导自己的任务,达到自我调节的作用,并且更好地完成各种任务。本研究为丰富私语的研究提供了新的视角,这促使我们思考在二语习得过程中,教育者的指导方式,以及对私语活动的认识对学习者的语言学习效果可能也存在显著影响,因而在不同语言学习活动中需要采取不同的方式来促进学习者的语言习得过程,以达到最佳学习效果。
[Abstract]:The role of private language in foreign language learning has been preliminarily confirmed. Although the research on private language is in the ascendant at home and abroad, there is still much room for research on the influence of private language on foreign language learners. Firstly, because the monitoring of whisper is complicated, and the requirement of software and hardware is high, most of the works are limited to the research of literature review. At present, there is no research on the combination of mutual-language activities and foreign language learning effects. In addition, in view of the difficulty of adult oral production, there are few studies on adult as the empirical research object, but in China, adult foreign language learners account for a large proportion. Therefore, in order to remedy the shortcomings of these studies, this paper studies the influence of different task-driven whispers on adult foreign language learning from the perspective of sociocultural theory. This paper aims to solve the following two questions: (1) what are the characteristics of L2 learners' whispers in terms of form and content when they complete five different tasks? (2) what are the different effects of task-driven whispers on L2 learners? Based on the previous studies, this study takes the theory of social culture as the theoretical support of this paper, and takes the multi-task-driven and adult as the innovation point, and selects 20 graduate students majoring in English language and literature in Sichuan Foreign Studies University. Adults between the ages of 23 and 27 were used as subjects, and the whispers produced by them in the course of completing their tasks were used as the research materials. The data obtained were quantitatively analyzed by SPSS16.0 and analyzed qualitatively by the interviews. Finally, there are two main forms of whispering: reading aloud and whispering, including a small number of abbreviations, and the contents of the whisper are varied, including self-questioning, self-answering and self-interpretation, repetition, and emotional expressions. Description tasks et al. (2) whispering can promote foreign language learners, especially for tasks that require a great deal of cognitive activity, including solving riddles and idioms, writing compositions, and preparing speeches. Because they have more demands on oral English output, the subjects can produce more abundant whispers to guide their tasks, to achieve self-regulation, and to complete all kinds of tasks better. The present study provides a new perspective for enriching the study of private language, which leads us to think that in the process of second language acquisition, the guidance of educators and the understanding of private language activities may also have a significant impact on the learners' language learning effects. Therefore, it is necessary to adopt different ways to promote learners' language acquisition process in different language learning activities in order to achieve the best learning effect.
【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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