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外语环境下基于任务的意义协商的实证研究

作　者: 李军
导　师: 凌茜
学　校: 西北师范大学
专　业: 课程与教学论
关键词: 意义协商互动理论任务类型任务难度
分类号: H319
类　型: 硕士论文
年　份: 2008年
下　载: 11次
引　用: 0次
阅　读: 论文下载

内容摘要

根据互动理论,交互作用,特别是在有意义协商时有助于二语习得。Pica (1985)的研究发现任务能够提供意义协商的机会,通过协商学习者可以澄清不熟悉的输入、获得可理解的反馈、并能关注语言形式。但绝大多数研究均以T-unit和C-unit为单位切分话语,且意义协商的界定也不包含话语重铸。本研究中意义协商的界定不仅包括核实理解语、澄清理解语、理解检查语,还有话语重铸并采用Foster(2000)提出的话语分析单位(AS-unit),主要探究了大学英语课堂上学生在完成交际任务过程中出现交际困难时进行意义协商和修正输出的频率,并研究了在不同类型的任务中学生意义协商的量是否有显著性差异,任务难度和意义协商的量是否具有相关性。研究的受试是西北师范大学一个班级的48名同学。实验中采用了有信息差和无信息差的两种不同类型的任务,每项任务都是在两人一组间完成。在受试完成交际任务的过程中对他们的会话进行了录音,然后对录音进行了转写、编码、统计获得实验数据。在每一项任务结束后立即要求受试完成一份测试该任务难度的问卷。采用SPSS 13.0对数据进行了分析。实验结果表明,在大学外语课堂上当学生在交际中遇到理解困难时进行了意义协商,并修正语言输出作为回应。配对样本T检验结果表明学习者进行意义协商的总量在有信息差的任务和无信息差的任务中有显著性差异。并且在有信息差的任务和无信息差的任务中学习者所采用的意义协商策略—核实理解语、澄清理解语也有显著性差异。Pearson相关系数检验结果表明任务难度与意义协商只呈现部分的负相关—反应任务难度的动机和信心只与意义协商策略中的核实理解语、澄清理解语呈现负相关。本研究结果启示我们在外语教学中要重视外语环境下学习者进行意义协商的交互作用,并选择合适类型的任务以增加意义协商的机会。

全文目录

Abstract  7-9
摘要  9-12
Chapter 1 Introduction  12-17
  1.1 Background of the Study  12-13
  1.2 Objective of the Study  13-14
  1.3 Significance of the Study  14-15
  1.4 Research Questions  15
  1.5 Outline of the Thesis  15-17
Chapter 2 Literature Review  17-27
  2.1 Concept, Model and the Role of Negotiation of Meaning  17-22
    2.1.1 Concept of Negotiation of Meaning  17-18
    2.1.2 Model of Negotiation of Meaning  18-19
    2.1.3 The Role of Negotiation of Meaning in Second Language Acquisition  19-22
  2.2 Research of the Effect of Interactional Environment on the Amount of Negotiation of Meaning  22-27
    2.2.1 Introduction  22-23
    2.2.2 Researches Abroad  23-24
    2.2.3 Researches at Home  24-27
Chapter 3 Theoretical Framework  27-39
  3.1 Input, Output, and Interaction  27-31
    3.1.1 The Input Hypothesis  27-28
    3.1.2 The Output Hypothesis  28-29
    3.1.3 The Interaction Hypothesis  29-31
  3.2 Information Processing  31-33
  3.3 Tasks in Second Language Acquisition  33-39
    3.3.1 Definition of Tasks  33-34
    3.3.2 Task Types  34-36
    3.3.3 The Cognitive Difficulty of Tasks  36-37
    3.3.4 The Role of Tasks in Second Language Acquisition  37-39
Chapter 4 Methodology  39-46
  4.1 Research Questions  39
  4.2 Subjects  39-40
  4.3 Instruments  40
  4.4 Procedure of the Study  40-46
    4.4.1 Designing Tasks of Different Types  40-41
    4.4.2 Audio-recording  41-42
    4.4.3 Transcribing and Segmenting  42-43
    4.4.4 Coding  43-46
Chapter 5 Data Analysis and Results  46-56
  5.1 Results for the Frequency of Negotiation of Meaning and Modified Output  46-48
    5.1.1 Results for the Frequency of Negotiation of Meaning  46-47
    5.1.2 Results for the Frequency of Modified Output  47-48
  5.2 Results for the Effect of Task Types on the Amount of Negotiation of Meaning  48-52
    5.2.1 Results for the Effect of Task Types on Total Amount of Negotiation of Meaning  48-49
    5.2.2 Results for the Effect of Task Types on the Amount of Negotiation of Meaning by Types  49-52
  5.3 Results for the Correlation of Task Difficulty with the Quantity of Negotiation of Meaning  52-56
    5.3.1 Results for the Perception of Task Difficulty  52
    5.3.2 Results for the Correlation of Task Difficulty with the Quantity of Negotiation of Meaning  52-56
Chapter 6 Discussion and Conclusion  56-63
  6.1 Discussion of the Results  56-59
    6.1.1 Discussion of the Results for the Frequency of Negotiation of Meaning and Modified Output  56-57
    6.1.2 Discussion of the Resuls for the Effect of Task Types on the Amount of Negotiation of Meaning  57-58
    6.1.3 Discussion of the Results for the Correlation of Task Difficulty with the Quantity of Negotiation of Meaning  58-59
  6.2 Major Findings of the Study  59-60
  6.3 Implications of the Study  60-61
  6.4 Limitations of the Study  61-63
References  63-67
AppendixⅠ  67-69
AppendixⅡ  69-71
Appendix Ⅲ  71-72
Appendix Ⅳ  72-74
Acknowledgements  74

外语环境下基于任务的意义协商的实证研究

内容摘要

全文目录

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