任务完成过程中的认知行为及其与工作记忆的关系

发布时间：2018-06-20 14:53

本文选题：策略准备 + 任务中准备　；参考：《现代外语》2017年01期

【摘要】：本研究参照Levelt(1989)的话语产出模型,运用刺激回忆访谈的研究方法,比较了策略准备和任务中准备对二语学习者任务完成过程中的认知行为所产生的影响,以及学习者在两种准备情景下的认知行为及其与学习者工作记忆的关系。29名来自新西兰一所大学汉语专业的学生被分为两组,在策略准备或任务中准备情景下完成一项复述故事的口语任务。任务完成后,他们参与了刺激回忆访谈及工作记忆测试。实验结果显示,策略准备有利于学生在任务完成过程中进行编码,而任务中准备有助于学生在任务完成过程中进行监控;策略准备组比任务中准备组更优先考虑意义,而任务中准备组则比策略准备组更优先考虑形式,尽管两组学生整体上均更关注语言形式而非语言内容。实验还发现,在策略准备情景下,工作记忆与认知行为之间没有显著相关性。在任务中准备情景下,工作记忆与监控频率呈正相关,却和编码频率呈负相关。
[Abstract]:Referring to the discourse output model proposed by Levelts1989, this study compares the effects of strategy preparation and task readiness on the cognitive behavior of second language learners during task completion using the method of stimulating recall interviews. And the cognitive behavior of learners in two preparation scenarios and their relationship with learners' working memory. Twenty-nine Chinese majors from a New Zealand university were divided into two groups. Complete an oral task of retelling a story in a situation of strategic preparation or task preparation. After the task was completed, they participated in stimulating recall interviews and working memory tests. The experimental results show that strategy preparation is helpful for students to code in the process of task completion, and task preparation helps students to monitor the process of task completion, and the strategy preparation group is more important than the task preparation group. The task preparation group was more concerned with the form than the strategy preparation group, although both groups were more concerned with the language form than the language content as a whole. The experiment also found that there was no significant correlation between working memory and cognitive behavior in the situation of strategy preparation. In the task preparation scenario, working memory was positively correlated with the monitoring frequency, but negatively correlated with the coding frequency.
【作者单位】： University
【分类号】：H09

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