输入模态对二语口头产出中协同效应的影响
发布时间：2019-02-13 21:25
【摘要】：本文通过一项实证研究,考察输入模态对中国大学英语学习者口语产出中协同效应的影响。研究对比了文本+视频、视频、文本等三类输入模态下二语学习者口头复述任务中的语言运用。结果发现,输入模态对协同效应的强度具有显著影响。具体表现为,文本+视频组语言产出中重复使用原文高频词和词块的比例以及语言使用的准确度和复杂度均显著高于其他两组,说明输入模态的互动性越强,语言协同效应的强度越大。文章依据互动协同模型和二语习得相关理论对研究发现进行了讨论,并主张外语教学可提供多模态输入,且配合以理解与产出紧密结合的任务,增强互动程度,促进协同效应最大化。
[Abstract]:In this paper, an empirical study is conducted to investigate the effect of input modes on the synergetic effects of Chinese college English learners' oral English output. The study compares the language use of oral retelling tasks of L2 learners in three input modes: text video and text. The results show that the input mode has a significant effect on the intensity of the synergistic effect. The results show that the proportion of high-frequency words and lexical chunks, the accuracy and complexity of language use in the text video group are significantly higher than those in the other two groups, indicating that the more interactive the input mode is, the more interactive the input mode is. The greater the intensity of language synergy. Based on the interactive cooperative model and the relevant theories of second language acquisition, this paper discusses the findings of the study, and argues that foreign language teaching can provide multi-modal input and cooperate with the task of closely combining understanding and output to enhance the degree of interaction. Promote maximum synergy.
【作者单位】： 西安交通大学;
【基金】：国家社会科学基金项目“结构启动在外语学习中的作用研究”(13BYY069) 中央高校基本科研业务费专项资金资助项目“显性教学法与跨语言相似性对于二语习得适应性的中介作用研究”(sk2016034)的阶段性成果
【分类号】：H319
[Abstract]:In this paper, an empirical study is conducted to investigate the effect of input modes on the synergetic effects of Chinese college English learners' oral English output. The study compares the language use of oral retelling tasks of L2 learners in three input modes: text video and text. The results show that the input mode has a significant effect on the intensity of the synergistic effect. The results show that the proportion of high-frequency words and lexical chunks, the accuracy and complexity of language use in the text video group are significantly higher than those in the other two groups, indicating that the more interactive the input mode is, the more interactive the input mode is. The greater the intensity of language synergy. Based on the interactive cooperative model and the relevant theories of second language acquisition, this paper discusses the findings of the study, and argues that foreign language teaching can provide multi-modal input and cooperate with the task of closely combining understanding and output to enhance the degree of interaction. Promote maximum synergy.
【作者单位】： 西安交通大学;
【基金】：国家社会科学基金项目“结构启动在外语学习中的作用研究”(13BYY069) 中央高校基本科研业务费专项资金资助项目“显性教学法与跨语言相似性对于二语习得适应性的中介作用研究”(sk2016034)的阶段性成果
【分类号】：H319
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