中国英语专业学生语法附带习得的实证研究
发布时间：2018-10-30 20:27
【摘要】：从20世纪90年代附带习得第一次被介绍到中国起,20多年来,附带习得和显性教学的学习效果的对比在中国一直是一个热门话题。但是,以前关于附带习得的研究多数集中在词汇学习上；只有很少的国外学者开始研究语言学习者是否能在不被告知或没有任何提示的情况下,也能附带习得句子中所包含的语序规则。但是,总体来说,关于语法附带习得的研究还是很少。本文对中国英语学习者能否附带习得日语中的格位标志,以及附带习得和显性教学哪个更有效进行了研究。参加本研究的受试是60名中国大学的英语专业大三学生。受试被平均分成两个组：一组接受显性的规则讲解,一组是偶然接触到学习对象。在接受不同条件的语言训练后,受试接受了一项判断句子语法正确与否的测试,2周和1个月以后,我们又对受试进行了跟踪测验。结果表明,中国英语学习者不仅能附带习得日语中的格位规则,而且附带学习的效果能持续保留。研究进一步表明,和显性学习相比,附带学习的效果持续保留的时间更长。本研究给学生怎么进行语法学习及二语语法教学提供了有益的启示。
[Abstract]:Since the first introduction of incidental acquisition in the 1990s to China, the comparison of the effects of incidental acquisition and explicit teaching has been a hot topic in China for more than 20 years. However, most of the previous studies on incidental acquisition focused on vocabulary learning. Only a few foreign scholars have begun to study whether language learners can acquire the word order rules contained in sentences without being informed or without any hint. However, on the whole, there is little research on incidental acquisition of grammar. This paper studies whether Chinese EFL learners can acquire the locative markers in Japanese, and which is more effective in incidental acquisition or explicit teaching. The subjects of this study are 60 junior English majors in Chinese universities. The subjects were divided into two groups: one group accepted explicit rules, the other group was accidentally exposed to learning objects. After language training under different conditions, the subjects were given a test to judge the grammatical correctness of sentences. Two weeks later and one month later, we conducted a follow-up test on the subjects. The results show that Chinese EFL learners can not only acquire the case rules in Japanese, but also keep the effect of incidental learning. The study further shows that the effect of incidental learning lasts longer than that of explicit learning. This study provides some useful enlightenment on how to learn grammar and how to teach second language grammar.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3
，
本文编号：2301090
[Abstract]:Since the first introduction of incidental acquisition in the 1990s to China, the comparison of the effects of incidental acquisition and explicit teaching has been a hot topic in China for more than 20 years. However, most of the previous studies on incidental acquisition focused on vocabulary learning. Only a few foreign scholars have begun to study whether language learners can acquire the word order rules contained in sentences without being informed or without any hint. However, on the whole, there is little research on incidental acquisition of grammar. This paper studies whether Chinese EFL learners can acquire the locative markers in Japanese, and which is more effective in incidental acquisition or explicit teaching. The subjects of this study are 60 junior English majors in Chinese universities. The subjects were divided into two groups: one group accepted explicit rules, the other group was accidentally exposed to learning objects. After language training under different conditions, the subjects were given a test to judge the grammatical correctness of sentences. Two weeks later and one month later, we conducted a follow-up test on the subjects. The results show that Chinese EFL learners can not only acquire the case rules in Japanese, but also keep the effect of incidental learning. The study further shows that the effect of incidental learning lasts longer than that of explicit learning. This study provides some useful enlightenment on how to learn grammar and how to teach second language grammar.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3
，
本文编号：2301090
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/2301090.html
