英语专业学生修正性叙事话语输出与工作记忆容量相关性研究

发布时间：2018-04-09 12:25

本文选题：二语学习　切入点：修正输出　出处：《扬州大学》2014年硕士论文

【摘要】：本研究依据Long (2007)提出的“二语学习重要的是内在因素”,并以此为假设,探索中国英语学习者修正叙事话语输出与工作记忆容量之间的关系,旨在揭示学习者的内在工作记忆机制。主要研究问题包括：(1)在口头话语互动中,英语专业学生的修正性反馈呈现何种特征(类型、频次与分布)?(2)学习者交互时修正输出的几率与其工作记忆容量有何关联? 本研究设计了两项实验,实验的对象均为某高校大三上半学期的30名英语专业学生。实验一是工作记忆测试,旨在检测受试学生的工作记忆容量。测试采用的是刘昌教授设计的工作记忆测评软件MindTest(2.0版),主要使用了软件中的阅读广度测试部分,测试的结果由该软件自动生成。实验二是基于完成看图故事的口头表达,用来测试受试在与研究者互动中的修正输出情况。研究者对整个会话过程进行了录音,随后做了编码转录,并使用SPSS软件进行了数据统计。通过对采集的数据进行分析,本研究得出如下结论：第一,在口头话语互动过程中,英语专业学生对修正性反馈有三种类型的回应,分别是修正性输出,重复先前的输出和其他类型的输出,其所占的分布比例分别为66.2%,18.6%,15.3%。结果显示,修正性输出在整个会话互动过程中使用频次最高。第二,相关分析表明,学习者的修正输出与工作记忆容量呈意义正相关。说明学习者的工作记忆容量大小会影响其在互动中修正输出的几率,工作记忆容量越大的学习者在互动中修正输出的越多。同时,线性回归结果显示,学习者的工作记忆容量大小能预测其在互动中修正输出的产出。回归分析的F检验值为17.721,P值为.000,表示二者之间的线性关系显著。该结果验证了本研究的基本假设,即与工作记忆容量小的学习者相比,工作记忆容量大的学习者更容易修正自己先前的输出,其修正输出的几率更高。本研究对二语教学具有重要的启示作用：首先,教师应采取多种策略培养学生的修正输出意识,让学生意识到修正输出的重要性。并尝试采取多种不同的反馈策略来给学生提供更多修正输出的可能和机会,锻炼提升学生的叙事话语和交际能力。其次,学生要意识到工作记忆在二语学习中的重要作用。在教师的指导帮助下,加强自身的工作记忆能力。
[Abstract]:The present study is based on the hypothesis that "L2 learning is an important internal factor" and explores the relationship between Chinese EFL learners' modified narrative discourse output and working memory capacity.The purpose of this paper is to reveal the internal working memory mechanism of learners.The main research questions include: (1) what are the characteristics (type, frequency and distribution) of modified feedback (type, frequency and distribution) in oral discourse interaction between English majors and their working memory capacity?Two experiments were designed. The subjects were 30 English majors in the first half semester of a university.Experiment one is a working memory test, designed to test the working memory capacity of the students.The test is based on the working memory test software MindTest(2.0 designed by Professor Liu Chang, which mainly uses the reading span part of the software. The results of the test are generated automatically by the software.The second experiment is based on the oral expression of the picture story, which is used to test the revised output of the subjects in the interaction with the researcher.The researchers recorded the whole conversation process, then coded and transcribed it, and used SPSS software to make statistics.Through the analysis of the collected data, this study draws the following conclusions:First, in the process of oral discourse interaction, English majors have three types of responses to corrective feedback, namely, correction output, repetition of previous output and other types of output, which account for 66.2% and 18.6% respectively.The results show that the modified output is the most frequently used in the whole process of conversation interaction.Secondly, correlation analysis shows that the modified output of learners is positively related to working memory capacity.It shows that the working memory capacity of learners will affect the probability of modifying the output in the interaction, and the larger the working memory capacity, the more the revised output in the interaction.At the same time, the linear regression results show that the learner's working memory capacity can predict the output of the modified output in the interaction.The F test value of regression analysis was 17.721% P = 0.000, which indicated that the linear relationship between them was significant.The results verify the basic hypothesis of this study, that is, the learners with large working memory capacity are more likely to correct their previous outputs than those with small working memory capacity, and the probability of revising them is higher than that of the learners with small working memory capacity.This study has important implications for second language teaching. Firstly, teachers should adopt a variety of strategies to cultivate students' awareness of modified output and make students realize the importance of modified output.And try to adopt various kinds of feedback strategies to provide students with more possibilities and opportunities to modify the output, and improve the students' narrative discourse and communication ability.Secondly, students should realize the important role of working memory in second language learning.Under the guidance of teachers, strengthen their working memory ability.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H0-05

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