输入模态对语言形式注意和习得的影响—水平组对比研究

发布时间：2018-03-22 02:30

本文选题：输入模态　切入点：二语习得　出处：《江南大学》2015年硕士论文　论文类型：学位论文

【摘要】：输入在二语习得中的地位不可辩驳。没有输入,就不可能产生语言习得。阅读和听力作为语言学习的两大主要途径,为二语学习者学习目标语言提供了必需的输入信息。对视、听两种输入模态的研究引起了很多研究者的兴趣。哪种输入模态能为二语学习者带来更为有利的学习效果则是一个急需探讨和解决的重要问题。此外,在现有的一些研究中发现注意力对二语习得有着重要的影响,不同的输入模态可能导致学习者注意力分配的不同,注意和习得间也可能存在一定的相关性。因此,作为水平组对比研究,本研究将着重探究学习者在不同的输入模态下对目标语言形式注意和习得的影响。本研究将围绕以下四个研究问题展开:1)不同的输入模态是否会影响二语学习者对目标结构的学习?2)在不同的输入模态下,二语学习者对目标结构的注意力是否不同?3)二语目标结构习得与学习者对目标结构的注意力之间是否相关?4)语言水平是否会影响学习者对目标结构的注意、学习以及注意和学习间的关系?本研究通过控制对比实验对351名受试进行研究,其中130位来自初一(初级学习者),128位来自高一(中等水平学习者),93位是来自大学英语专业二年级的学生(高水平学习者)。实验选取现在进行时-ing和规则动词过去时-ed为目标结构。每个水平组的受试随机分成三组:视觉组、听觉组、控制组。在实验开始前后分别设置了前测和即时后测来考察受试对目标结构的掌握情况,而注意情况则通过实验中受试按要求记录的笔记进行考察。实验结束后通过对实验组进行问卷调查和受激回述进一步调查学习者的背景信息,对实验材料的理解程度和注意分配情况。两周后,所有的受试接受了延时后测。在整个实验过程中,控制组只参加前测、即时后测以及延时后测。实验数据经过分析,得出以下结果:1)即时后测中,两种不同的输入模态均对目标结构的学习产生了影响。其中,在初学阶段,视觉组对目标结构的习得显著好于听觉组;而在中、高水平阶段,视觉组习得优于听觉组,但未见显著差异。延时后测中,视、听组表现均显著好于控制组,视觉组优于听觉组,但两组间无显著性差异。2)在不同的输入模态下,学习者对目标结构的注意力不同。其中,学习者在视觉模态下比在听觉模态下注意到更多的目标结构。3)在两种输入模态下,学习者对目标结构的注意和即时重构任务的结果整体上呈现中等程度的正相关,但注意与即时习得间,并未发现显著的相关性。4)随着学习者语言水平提高,对目标结构的注意减少。此外,随着学习者语言水平的提高,视、听输入模态下的习得差异逐渐缩小。注意和习得间的相关性并未受到语言水平的影响。通过本研究可以发现,视觉输入能更好的促进学习者对目标结构的的注意和学习。同时值得关注的是,虽然听觉输入在对目标结构的注意和习得方面处于弱势,但研究发现随着学习者语言水平的提高,听觉能力也从而获得提升。另外,实验结果表明,注意和习得间并非简单的因果关系,注意未必能引起习得的产生。因此,在外语教学中,教学者要根据学习者的语言水平,选择适合的输入模态从而激发更深层次的信息加工,获得好的学习结果。
[Abstract]:The status of input in the two language acquisition irrefutable. No input, it is impossible to produce language acquisition. The two main ways of reading and listening as language learning, learning the target language provides the input information required for language learning. On the two, listen to the study of the two input mode caused a lot of researchers what kind of interest. The input mode can learn two language to bring more favorable learning effects is an important problem needed to be discussed and solved. In addition, in some of the existing research found that attention has an important influence on two language acquisition, input mode may lead to different learners attention allocation of different. Noticing and acquisition there may be some correlation. Therefore, as the level of group comparison, this study will focus on the inquiry learning in the input mode under different noticing and acquisition of the target form influence This study will focus on the following four research questions: 1) whether the input mode of the two language learners to learn the structure of? 2) in the input mode under different two language learners on the target structure of attention? 3) two language acquisition and learning target structure on whether the correlation between the target structure of attention? 4) language level will affect learners' attention to the target structure, and study the relationship between attention and learning? This study through control experiments of the 351 subjects studied, 130 of them from the beginning (primary learners), 128 from a high (medium the level of learners), 93 from the second grade College English Majors (high level learners). The experiment selected are -ing and -ed as the target verb rule structure. Each level group subjects were randomly divided into three groups: visual, auditory Group and control group. The pretest and posttest to examine the immediate subject of mastery goal structure are respectively arranged at the start of the experiment before and after, and attention is tested according to the requirements of the notes were investigated through experiments. After the experiment, through questionnaire survey and background information to the further investigation of stimulated learners in the experimental group, the level of understanding and attention to the distribution of experimental materials. After two weeks, all subjects received a delayed posttest. During the whole experiment, the control group only took part in the pretest, immediate posttest and delayed posttest experimental data. Through the analysis, obtained the following results: 1) immediately after in the test, two kinds of different input modes have influence on the target structure learning. Among them, in the beginning stages, the visual group for the target structure acquisition significantly better than hearing group; while in the middle, high level, and in the auditory visual Group acquisition group, but There was no significant difference. The delayed post test, visual, listening group were significantly better than the control group, the Visual Auditory group than the group, but no significant difference between the two groups in.2) under different input modes, to the target structure of different attention. Among them, the target structure in visual mode than to.3 note that in the auditory mode more learners) in two kinds of input mode, learning results for the target structure and immediate reconstruction task note showing the overall moderate positive correlation, but with instant acquisition,.4 did not find a significant correlation with the level of language learners), to reduce the target structure attention. In addition, with the improvement of learners' language ability, as to the difference in input mode acquisition gradually reduced. The correlation between attention and acquisition was not affected by the level of language. Through this study we can find that the visual input can To better promote the learners to target the attention and learning. At the same time, the concern is that although auditory input is weak in the aspects of the structure of noticing and acquisition, but the study found that with the improvement of learners' language ability, hearing ability also to get promotion. In addition, the experimental results show that the effect is not simple the relationship between attention and learning, attention will not necessarily cause acquisition. Therefore, in foreign language teaching, teaching according to the learner's language level, select the input mode for information processing and thus stimulate deeper, obtain good learning results.

【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H09

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