二语构式知识习得中的频次效应研究
发布时间：2021-03-26 10:17
有一段时间,随着心灵主义逐渐取代行为主义成为解释语言习得的主流学派,“先天论”成为母语和二语习得领域的主导理论,频次、练习、联想学习等学习理论相对淡出了人们的视线。近些年来,语料库语言学、认知科学、心理语言学等学科的最新研究成果都反对“先天论”,提出联想学习是人类学习活动的普遍形式,而频次是联想学习过程中的关键因素。由此,N. Ellis （2002a）提出了以频次为中心的二语习得理论,指出语言学习是范例学习,频次是语言习得的关键,强调语言经历、语言使用对语言习得的重要影响。围绕这一理论出现了大量研究,但是到目前为止,以学习者为研究对象、针对频次对二语语言知识习得作用的实证研究并不多,尤其缺乏在中国这样一个外语学习背景下相关方面的研究。本论文通过两个小规模的实证研究在这方面做了一个探索性的尝试,具体的研究问题是：1.练习频次是如何影响学习者在不同任务中的表现的?2.练习频次是如何影响学习者在分词作非谓语动词和虚拟语气这两个二语构式上在不同任务中的表现的?3.这两个构式的学习和使用受到哪些学习者认知心理机制和看法、策略的影响?本研究采用定量和定性相结合的方法来收集并分析数据。目标语言项为...
【文章来源】：南京大学江苏省 211工程院校 985工程院校 教育部直属院校
【文章页数】：225 页
【学位级别】：博士
【文章目录】：
Acknowledgements
ABSTRACT
中文摘要
Introduction
0.1 Motivation for the Research
0.2 Significance of the Research
0.2.1 Theoretical significance
0.2.1.1 Verifying practice frequency effects on EFL development
0.2.1.2 Identifying linguistic factors that mediate practice frequency effects on EFL development
0.2.1.3 Revealing learners' processing and production mechanisms that modulate frequency effects on the learning and use of different constructions
0.2.2 Methodological significance
0.2.3 Pedagogical significance
0.3 Overview of the Dissertation
Part Ⅰ Literature Review
Chapter One Linguistic Knowledge and Its Development
1.1 Linguistic Knowledge
1.1.1 Linguistic knowledge as representation
1.1.2 Linguistic knowledge as access
1.1.3 Measurement of linguistic knowledge
1.2 Development of Linguistic Knowledge
1.2.1 Language learning processes
1.2.2 Language learning outcomes
1.3 Positions on the Interface Issue
1.4 Summary
Chapter Two Frequency-Based Second Language Acquisition
2.1 Task-Based Instruction
2.1.1 Task
2.1.2 Input and output
2.1.2.1 Input
2.1.2.2 Output
2.1.2.3 Input vs. output or input plus output
2.2 Frequency
2.2.1 Feature distribution frequency
2.2.2 Task frequency
2.2.3 Empirical studies
2.3 Linguistic Factors
2.3.1 Learning difficulty of constructions
2.3.2 The target constructions of the present research
2.3.2.1 The two constructions
2.3.2.2 Similarities between the two constructions
2.3.2.3 Differences between the two constructions
2.4 Learner Factors
2.4.1 Cognitive and psychological mechanisms in L2 learning and use
2.4.1.1 Doughty's （2001） working taxonomy
2.4.1.2 Learned attention
2.4.1.3 Awareness
2.4.2 Individual differences in learning beliefs and strategies
2.5 Characteristics of the Present Research
Part Ⅱ Methodology
Chapter Three Research Methodology
3.1 Research Questions
3.2 Study1
3.2.1 Participants
3.2.2 Instruments
3.2.2.1 Reading materials and the writing task
3.2.2.2 Measurement
3.2.2.2.1 The grammaticality judgment and correction task
3.2.2.2.2 The guided production tasks
3.2.2.3 Think-aloud protocols and interviews
3.2.3 Data collection
3.2.3.1 Pretest
3.2.3.2 Practice sessions
3.2.3.3 Posttests
3.2.3.4 Training of think-aloud
3.2.3.5 Interviews
3.2.4 Data analysis
3.2.4.1 Quantitative analysis
3.2.4.1.1 Coding schemes
3.2.4.1.2 Scoring schemes
3.2.4.2 Qualitative analysis
3.2.4.2.1 Think-aloud protocols
3.2.4.2.2 Interview data
3.3 Study 2
3.3.1 Participants
3.3.2 Instruments
3.3.3 Data collection
3.3.4 Data analysis
Part Ⅲ Results and Discussion
Chapter Four Practice Frequency Effects on Learners' Task Performance
4.1 The Correction Task
4.1.1 Effects of practice frequency on task performance
4.1.2 Types of knowledge accessed
4.1.3 Summary and discussion
4.2 The Guided Speaking Task
4.2.1 Effects of practice frequency on performance accuracy
4.2.2 Effects of practice frequency on performance automaticity
4.2.3 Summary and discussion
4.3 The Grammaticality Judgment Task and the Guided Writing Task
4.3.1 Effects of practice frequency on task performance
4.3.2 Types of knowledge accessed
4.3.3 Summary and discussion
4.4 Learners' Task Performance under the Effect of Practice Frequency
Chapter Five Practice Frequency Effects on Two Constructions
5.1 The Non-Finite Participle Construction
5.1.1 The correction task
5.1.2 The guided speaking task
5.1.3 Summary and discussion
5.2 The Subjunctive Construction
5.2.1 The correction task
5.2.2 The guided speaking task
5.2.3 Summary and discussion
5.3 Effect of Practice Frequency on Two Constructions
Chapter Six Processing and Production of the Two Constructions
6.1 Processing Mechanisms in the Learning of the Target Constructions
6.1.1 Input processing mechanisms
6.1.1.1 Detection without awareness
6.1.1.2 Rehearsal
6.1.1.3 Noticing
6.1.1.3.1 Noticing of form
6.1.1.3.2 Noticing of form-meaning mappings
6.1.1.3.3 Noticing of form-meaning-use mappings
6.1.1.4 Focus-on-form
6.1.2 Output processing mechanisms
6.1.2.1 Focus-on-meaning
6.1.2.2 Uptake
6.1.2.3 Activation of long-term knowledge in face of current input
6.1.2.4 Monitoring
6.1.2.5 Overgeneralization
6.1.2.6 Automatization
6.1.3 Useful processing mechanisms for learning
6.2 Production Mechanisms in Language Use
6.2.1 General language production mechanisms
6.2.1.1 Message generation
6.2.1.2 Language formulation
6.2.1.3 Monitoring
6.2.1.4 Automatization
6.2.2 Production mechanisms for the target constructions
6.2.2.1 Production mechanisms for the participle construction
6.2.2.2 Production mechanisms for the subjunctive construction
6.2.2.2.1 Avoidance
6.2.2.2.2 Focus-on-meaning
6.2.2.2.3 Making meaning-use-form mappings
6.2.2.2.4 Use of L1
6.2.2.2.5 Hypothesis testing
6.2.2.2.6 Application of implicit and proceduralized knowledge
6.2.2.2.7 Monitoring
6.2.2.2.8 Automatization
6.3 Learner Beliefs and Strategies
6.3.1 Beliefs and strategies for grammar learning and use in general
6.3.2 Beliefs and strategies with regard to the participle
6.3.3 Beliefs and strategies with regard to the subjunctive
6.3.4 Views on the practice task
6.4 Linking Task Performance to Mechanisms and Learning Beliefs and Strategies
6.4.1 Characteristics of the participant who improved the most in the correction task
6.4.2 Characteristics of the participant who improved the most in the speaking task
6.4.3 Summary
6.5 Mechanisms and Learner Beliefs and Strategies in Language Learning and Use
Part Ⅳ Conclusion
Chapter Seven Conclusion
7.1 Summary of Major Findings
7.1.1 Knowledge development under the effect of practice frequency
7.1.2 Effect of practice frequency on the knowledge development of two constructions
7.1.3 Mechanisms and learner beliefs and strategies in language learning and use
7.2. Implications
7.2.1 Theoretical implications
7.2.1.1 Verifying the effects of practice frequency on EFL development
7.2.1.2 Identifying linguistic factors that mediate practice frequency effects on EFL development
7.2.1.3 Revealing learners' processing and production mechanisms that modulate frequency effects on the learning and use of different constructions
7.2.2 Methodological implications
7.2.3 Pedagogical implications
7.3 Limitations and Suggestions for Future Research
References
Appendices
【参考文献】：
期刊论文
[1]Why frequency can no longer be ignored in ELT?[J]. Geoffrey Leech. 外语教学与研究. 2011(01)
[2]输入、输出频次对英语韵律特征习得的作用[J]. 陈桦,孙欣平. 外语研究. 2010(04)
[3]频率作用与二语习得——《第二语言习得研究》2002年6月特刊评述[J]. 文秋芳. 外语教学与研究. 2003(02)
[4]解释二语习得,连接论优于普遍语法[J]. 王初明. 外国语(上海外国语大学学报). 2001(05)
[5]The role of frequency in ELT: New corpus evidence brings a re-appraisal[J]. Geoffrey Leech. 外语教学与研究. 2001(05)
本文编号：3101420
【文章来源】：南京大学江苏省 211工程院校 985工程院校 教育部直属院校
【文章页数】：225 页
【学位级别】：博士
【文章目录】：
Acknowledgements
ABSTRACT
中文摘要
Introduction
0.1 Motivation for the Research
0.2 Significance of the Research
0.2.1 Theoretical significance
0.2.1.1 Verifying practice frequency effects on EFL development
0.2.1.2 Identifying linguistic factors that mediate practice frequency effects on EFL development
0.2.1.3 Revealing learners' processing and production mechanisms that modulate frequency effects on the learning and use of different constructions
0.2.2 Methodological significance
0.2.3 Pedagogical significance
0.3 Overview of the Dissertation
Part Ⅰ Literature Review
Chapter One Linguistic Knowledge and Its Development
1.1 Linguistic Knowledge
1.1.1 Linguistic knowledge as representation
1.1.2 Linguistic knowledge as access
1.1.3 Measurement of linguistic knowledge
1.2 Development of Linguistic Knowledge
1.2.1 Language learning processes
1.2.2 Language learning outcomes
1.3 Positions on the Interface Issue
1.4 Summary
Chapter Two Frequency-Based Second Language Acquisition
2.1 Task-Based Instruction
2.1.1 Task
2.1.2 Input and output
2.1.2.1 Input
2.1.2.2 Output
2.1.2.3 Input vs. output or input plus output
2.2 Frequency
2.2.1 Feature distribution frequency
2.2.2 Task frequency
2.2.3 Empirical studies
2.3 Linguistic Factors
2.3.1 Learning difficulty of constructions
2.3.2 The target constructions of the present research
2.3.2.1 The two constructions
2.3.2.2 Similarities between the two constructions
2.3.2.3 Differences between the two constructions
2.4 Learner Factors
2.4.1 Cognitive and psychological mechanisms in L2 learning and use
2.4.1.1 Doughty's （2001） working taxonomy
2.4.1.2 Learned attention
2.4.1.3 Awareness
2.4.2 Individual differences in learning beliefs and strategies
2.5 Characteristics of the Present Research
Part Ⅱ Methodology
Chapter Three Research Methodology
3.1 Research Questions
3.2 Study1
3.2.1 Participants
3.2.2 Instruments
3.2.2.1 Reading materials and the writing task
3.2.2.2 Measurement
3.2.2.2.1 The grammaticality judgment and correction task
3.2.2.2.2 The guided production tasks
3.2.2.3 Think-aloud protocols and interviews
3.2.3 Data collection
3.2.3.1 Pretest
3.2.3.2 Practice sessions
3.2.3.3 Posttests
3.2.3.4 Training of think-aloud
3.2.3.5 Interviews
3.2.4 Data analysis
3.2.4.1 Quantitative analysis
3.2.4.1.1 Coding schemes
3.2.4.1.2 Scoring schemes
3.2.4.2 Qualitative analysis
3.2.4.2.1 Think-aloud protocols
3.2.4.2.2 Interview data
3.3 Study 2
3.3.1 Participants
3.3.2 Instruments
3.3.3 Data collection
3.3.4 Data analysis
Part Ⅲ Results and Discussion
Chapter Four Practice Frequency Effects on Learners' Task Performance
4.1 The Correction Task
4.1.1 Effects of practice frequency on task performance
4.1.2 Types of knowledge accessed
4.1.3 Summary and discussion
4.2 The Guided Speaking Task
4.2.1 Effects of practice frequency on performance accuracy
4.2.2 Effects of practice frequency on performance automaticity
4.2.3 Summary and discussion
4.3 The Grammaticality Judgment Task and the Guided Writing Task
4.3.1 Effects of practice frequency on task performance
4.3.2 Types of knowledge accessed
4.3.3 Summary and discussion
4.4 Learners' Task Performance under the Effect of Practice Frequency
Chapter Five Practice Frequency Effects on Two Constructions
5.1 The Non-Finite Participle Construction
5.1.1 The correction task
5.1.2 The guided speaking task
5.1.3 Summary and discussion
5.2 The Subjunctive Construction
5.2.1 The correction task
5.2.2 The guided speaking task
5.2.3 Summary and discussion
5.3 Effect of Practice Frequency on Two Constructions
Chapter Six Processing and Production of the Two Constructions
6.1 Processing Mechanisms in the Learning of the Target Constructions
6.1.1 Input processing mechanisms
6.1.1.1 Detection without awareness
6.1.1.2 Rehearsal
6.1.1.3 Noticing
6.1.1.3.1 Noticing of form
6.1.1.3.2 Noticing of form-meaning mappings
6.1.1.3.3 Noticing of form-meaning-use mappings
6.1.1.4 Focus-on-form
6.1.2 Output processing mechanisms
6.1.2.1 Focus-on-meaning
6.1.2.2 Uptake
6.1.2.3 Activation of long-term knowledge in face of current input
6.1.2.4 Monitoring
6.1.2.5 Overgeneralization
6.1.2.6 Automatization
6.1.3 Useful processing mechanisms for learning
6.2 Production Mechanisms in Language Use
6.2.1 General language production mechanisms
6.2.1.1 Message generation
6.2.1.2 Language formulation
6.2.1.3 Monitoring
6.2.1.4 Automatization
6.2.2 Production mechanisms for the target constructions
6.2.2.1 Production mechanisms for the participle construction
6.2.2.2 Production mechanisms for the subjunctive construction
6.2.2.2.1 Avoidance
6.2.2.2.2 Focus-on-meaning
6.2.2.2.3 Making meaning-use-form mappings
6.2.2.2.4 Use of L1
6.2.2.2.5 Hypothesis testing
6.2.2.2.6 Application of implicit and proceduralized knowledge
6.2.2.2.7 Monitoring
6.2.2.2.8 Automatization
6.3 Learner Beliefs and Strategies
6.3.1 Beliefs and strategies for grammar learning and use in general
6.3.2 Beliefs and strategies with regard to the participle
6.3.3 Beliefs and strategies with regard to the subjunctive
6.3.4 Views on the practice task
6.4 Linking Task Performance to Mechanisms and Learning Beliefs and Strategies
6.4.1 Characteristics of the participant who improved the most in the correction task
6.4.2 Characteristics of the participant who improved the most in the speaking task
6.4.3 Summary
6.5 Mechanisms and Learner Beliefs and Strategies in Language Learning and Use
Part Ⅳ Conclusion
Chapter Seven Conclusion
7.1 Summary of Major Findings
7.1.1 Knowledge development under the effect of practice frequency
7.1.2 Effect of practice frequency on the knowledge development of two constructions
7.1.3 Mechanisms and learner beliefs and strategies in language learning and use
7.2. Implications
7.2.1 Theoretical implications
7.2.1.1 Verifying the effects of practice frequency on EFL development
7.2.1.2 Identifying linguistic factors that mediate practice frequency effects on EFL development
7.2.1.3 Revealing learners' processing and production mechanisms that modulate frequency effects on the learning and use of different constructions
7.2.2 Methodological implications
7.2.3 Pedagogical implications
7.3 Limitations and Suggestions for Future Research
References
Appendices
【参考文献】：
期刊论文
[1]Why frequency can no longer be ignored in ELT?[J]. Geoffrey Leech. 外语教学与研究. 2011(01)
[2]输入、输出频次对英语韵律特征习得的作用[J]. 陈桦,孙欣平. 外语研究. 2010(04)
[3]频率作用与二语习得——《第二语言习得研究》2002年6月特刊评述[J]. 文秋芳. 外语教学与研究. 2003(02)
[4]解释二语习得,连接论优于普遍语法[J]. 王初明. 外国语(上海外国语大学学报). 2001(05)
[5]The role of frequency in ELT: New corpus evidence brings a re-appraisal[J]. Geoffrey Leech. 外语教学与研究. 2001(05)
本文编号：3101420
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