中国英语学习者口语产出任务中的认知负荷-话题熟悉度和任务前策略准备探究

发布时间：2024-03-24 01:42

　　任务型语言教学早在上世纪80年代就已经引起广泛关注,任务型教学的实施肯定了任务有利于提高语言学习的实际意义。对于任务的研究越来越关注学习者心理机制。认知负荷理论指出,个体在任务完成的过程中需耗费由工作记忆容量所提供的认知资源,引发内在认知负荷、外在认知负荷以及相关认知负荷,进而可能对学习和任务的完成结果产生影响。为进一步探讨认知负荷对口语产出的影响,本研究从认知负荷的角度考察任务型教学设计中备受关注的话题熟悉度和任务前策略准备条件对学习者认知负荷和二语口语产出的影响。研究问题如下:1)话题熟悉度对口语产出和认知负荷分别有何影响?2)任务前策略准备对口语产出和认知负荷分别有何影响?3)话题熟悉度和任务前策略准备对口语产出和认知负荷是否有交互作用?4)认知负荷与口语产出是否相关?本研究以江南大学120名英语专业二年级本科生为研究对象。根据话题熟悉度(熟悉话题/不熟悉话题)和任务前策略准备(有准备/无准备)两个自变量组成2×2设计。实验通过学习者完成的话题熟悉度问卷确定口语产出任务的熟悉话题和不熟悉话题。无任务前策略准备的情况下,学习者只有30秒阅读材料时间。有任务前策略准备条件下,学习者另...

【文章页数】：102 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
ABBREVIATIONS
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Purposes and Significance of the Present Study
    1.3 Outline of the Paper
Chapter Two Literature Review
    2.1 Task-based Language Teaching and Task Factors
        2.1.1 Topic familiarity
        2.1.2 Strategic planning
        2.1.3 Cognitive task complexity
        2.1.4 Summary
    2.2 Cognitive Load Theory
        2.2.1 Definition of cognitive load
        2.2.2 Categorization of cognitive load
        2.2.3 Measurement of cognitive load
        2.2.4 Cognitive load and second language production
        2.2.5 Summary
Chapter Three RESEARCH METHOD
    3.1 Research Questions
    3.2 Participants
    3.3 Procedures
        3.3.1 Pilot study
        3.3.2 Procedures of the major study
    3.4 Main Task:Oral Production Task
    3.5 Instruments
        3.5.1 Questionnaire for background information
        3.5.2 Questionnaire for topic familiarity
        3.5.3 Objective measurement:Dual task method for TCL
        3.5.4 Subjective measurement:Learners’perception of ECL,ICL and GCL
        3.5.5 Stimulated recall
    3.6 Scoring
        3.6.1 Scoring of oral production performance
        3.6.2 Scoring of cognitive load
    3.7 Data Analysis
    3.8 Summary
Chapter Four RESULTS AND DISCUSSION
    4.1 Effects of Topic Familiarity
        4.1.1 Effects on participants’oral production
        4.1.2 Effects on participants’self-perception of cognitive load
    4.2 Effects of Pre-task Strategic Planning
        4.2.1 Effects on participants’oral performance
        4.2.2 Effects on participants’self-perception of task difficulty
    4.3 Interaction between Topic Familiarity and Pre-task Strategic Planning
        4.3.1 Interaction between topic familiarity and pre-task strategic planning on oral production
        4.3.2 Interaction between topic familiarity and pre-task strategic planning on cognitive load
    4.4 Correlation Between Cogniitive Load and Oral Performance
    4.5 Summary
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Directions for Future Research
REFERENCES
APPENDICES
    Appendix Ⅰ Papers Published during the MA Program
    Appendix Ⅱ Background Questionnaire
    Appendix Ⅲ Questionnaire for Topic Familiarity
    Appendix Ⅳ Learners’Perception of Cognitive Load
    Appendix Ⅴ Questions for Stimulated Recall



本文编号：3936775