不完全重复任务对汉语第二语言学习者表现的影响

发布时间：2018-04-26 01:09

本文选题：不完全重复任务 + 第二语言学习者　；参考：《北京大学》2013年硕士论文

【摘要】：本研究首次提出“不完全重复任务”概念，“不完全重复任务”指的是这样一种任务：由同一学习者分别和不同的同伴完成相同的任务。两次任务内容相同，是重复，但合作的对象不同，因此是一种“不完全重复”。本文采用图片描述的实验，探索了不完全重复任务对中级水平汉语第二语言学习者语言及非语言表现方面的影响，并以维果斯基的社会文化理论为基础，运用微观发生法从过程角度考察了学习者的语言微观发生阶段及促使学习者语言变化的因素，以质性分析为主，量化分析为辅。本研究的结论如下：一、不完全重复任务在语言表现方面对学习者产生了影响。（1）描述内容方面，大多数学习者在第二次互动中提到的信息点数量都有所增加，水平较低的学习者表现得更为明显；不完全重复任务增加了学习者参与互动的新鲜感，且增加了语言输出的机会，学习者在第二次互动中能够有机会将在第一次互动中未提到的信息点表达出来。（2）语言形式方面，通过对语速、“嗯，啊”停顿以及简单重复三个指标进行考察，我们发现学习者的流利性得以提高；词汇复杂性方面，输出的词汇数量有所增加，范围变广，且所使用词汇的难度也提高了。二、不完全重复任务在非语言表现方面也对学习者产生了影响。心理方面，第二次互动使学习者有机会掌握更多的信息点，且能够有效积极地进行语言输出。学习者在第二次互动中更倾向于扮演引导者的角色，发起话轮，主动提问，给同伴提供语言输出的机会。在同伴语言输出遇到障碍时，学习者会迫不及待说出答案，争当“专家”。情感方面，不完全重复任务为学习者合作意识和自信心的增强提供了可能。三、语言微观发生的过程一般分为五个阶段：任务准备阶段——意识觉醒阶段——接受帮助阶段——顿悟阶段——强化巩固阶段。四、促使语言变化的因素有三种，，即语言解释、语言启动和语言共建。五、题型本身并不决定一切，学习者与其同伴的关系等也是影响学习者语言发展的因素。六、在原有练习形式的基础上，变换或增加某一条件，则有可能设计出一种新的练习形式，从而达到意想不到的效果。总之，不完全重复任务可以增加学习者语言输出的机会，又不至于让学生感到机械重复而失去学习的兴趣和动力，有一定的教学实践价值。
[Abstract]:In this study, the concept of "incomplete repetitive task" is proposed for the first time. "incomplete repetitive task" refers to a task in which the same learner and different peers perform the same task. Two tasks are identical and repetitive, but the objects of cooperation are different, so they are not completely repeated. Based on Vygoski's sociocultural theory, this paper explores the effects of incomplete repetition tasks on the language and non-linguistic performance of Chinese second language learners at intermediate level. From the perspective of process, this paper investigates the stage of language microoccurrence and the factors that promote learners' language change from the point of view of process, with qualitative analysis as the main factor and quantitative analysis as the secondary factor. The conclusions of this study are as follows: first, the incomplete repetition task has an impact on the learners in terms of language expression. In terms of description content, most learners have increased the number of information points mentioned in the second interaction. The lower level learners were more obvious; incomplete repetitive tasks increased the freshness of the learners' participation in interaction and increased the chances of language output. In the second interaction, learners have the opportunity to express the information points not mentioned in the first interaction in terms of language form, by examining the three indicators of speed, "uh, ah" pause and simple repetition. We find that learners' fluency and lexical complexity increase the number and scope of vocabulary output and the difficulty of using vocabulary. Second, incomplete repetitive tasks also affect learners in terms of non-verbal performance. Psychologically, the second interaction gives learners the opportunity to master more information points and to effectively and actively output language. In the second interaction, learners tend to play the role of guide, initiate turn, ask questions actively, and provide their peers with the opportunity of language output. When peer language output is blocked, learners can't wait to say the answer and become experts. On the affective level, incomplete repetitive tasks provide the possibility for learners to enhance their cooperative consciousness and self-confidence. Thirdly, the process of language micro-occurrence is generally divided into five stages: task preparation stage, consciousness awakening stage, receiving help stage, epiphany stage, strengthening and consolidating stage. Fourth, there are three factors that promote language change, namely language interpretation, language initiation and language construction. Fifth, the question type itself does not determine everything, and the relationship between learners and their peers is also a factor affecting learners' language development. Sixthly, on the basis of the original practice form, it is possible to design a new exercise form by changing or adding a certain condition, thus achieving unexpected results. In a word, incomplete repetition tasks can increase the chances of learners' language output, and do not make students feel mechanical repetition and lose their interest and motivation of learning, which has certain practical value in teaching.
【学位授予单位】：北京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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