本文選題：私語(yǔ) + 成人�。� 參考：《四川外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：私語(yǔ)在外語(yǔ)學(xué)習(xí)中的作用已有研究初步證實(shí),盡管目前國(guó)內(nèi)外關(guān)于私語(yǔ)的研究方興未艾,但是私語(yǔ)對(duì)外語(yǔ)學(xué)習(xí)者的影響還存在很大的研究空間。首先,由于私語(yǔ)的監(jiān)控繁瑣復(fù)雜,且對(duì)軟、硬件要求較高,因此大多著述限于文獻(xiàn)綜述的研究;其次,目前尚未有任何研究將多種任務(wù)條件下的私語(yǔ)活動(dòng)與外語(yǔ)學(xué)習(xí)效果相結(jié)合。另外,鑒于成人口語(yǔ)產(chǎn)出的難度,也罕有研究將成人作為實(shí)證研究對(duì)象,但是在中國(guó),成人外語(yǔ)學(xué)習(xí)者占據(jù)了很大比例。因此,為了彌補(bǔ)這些研究缺憾,本文從社會(huì)文化理論的角度出發(fā),研究不同任務(wù)類型驅(qū)動(dòng)下的私語(yǔ)對(duì)成人外語(yǔ)學(xué)習(xí)的影響,旨在解決以下兩個(gè)問(wèn)題:(1)二語(yǔ)學(xué)習(xí)者在完成五種不同任務(wù)時(shí)的私語(yǔ)在形式上和內(nèi)容上有什么特點(diǎn)?(2)不同任務(wù)驅(qū)動(dòng)下的私語(yǔ)對(duì)二語(yǔ)學(xué)習(xí)者有什么不同的影響?本研究在基于前人的基礎(chǔ)上,將社會(huì)文化理論作為本文的理論支撐,以多種任務(wù)驅(qū)動(dòng)和成人為實(shí)驗(yàn)對(duì)象作為創(chuàng)新點(diǎn),選取了20名四川外國(guó)語(yǔ)大學(xué)英語(yǔ)語(yǔ)言文學(xué)專業(yè)方向研究生,年齡在23至27歲左右的成人作為實(shí)驗(yàn)對(duì)象,對(duì)她(他)們?cè)谕瓿扇蝿?wù)的過(guò)程中產(chǎn)生的私語(yǔ)作為研究材料,利用SPSS16.0對(duì)所得到的數(shù)據(jù)進(jìn)行定量分析,結(jié)合訪談的定性分析,最后得到如下結(jié)果:(1)私語(yǔ)的形式主要有兩種:大聲朗讀和低聲細(xì)語(yǔ),其中包括少量的縮略形式;私語(yǔ)的內(nèi)容類型豐富,包括自問(wèn)、自答和自我解釋、重復(fù)、情感表達(dá)語(yǔ)、描述任務(wù)等。(2)私語(yǔ)對(duì)外語(yǔ)學(xué)習(xí)者有促進(jìn)作用,尤其是針對(duì)需要大量認(rèn)知活動(dòng)的任務(wù),包括謎語(yǔ)習(xí)語(yǔ)的解答、寫作文,以及演講準(zhǔn)備等。由于本身對(duì)口語(yǔ)產(chǎn)出的要求更多,因此被試能夠產(chǎn)生更加豐富的私語(yǔ),以此引導(dǎo)自己的任務(wù),達(dá)到自我調(diào)節(jié)的作用,并且更好地完成各種任務(wù)。本研究為豐富私語(yǔ)的研究提供了新的視角,這促使我們思考在二語(yǔ)習(xí)得過(guò)程中,教育者的指導(dǎo)方式,以及對(duì)私語(yǔ)活動(dòng)的認(rèn)識(shí)對(duì)學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)效果可能也存在顯著影響,因而在不同語(yǔ)言學(xué)習(xí)活動(dòng)中需要采取不同的方式來(lái)促進(jìn)學(xué)習(xí)者的語(yǔ)言習(xí)得過(guò)程,以達(dá)到最佳學(xué)習(xí)效果。
[Abstract]:The role of private language in foreign language learning has been preliminarily confirmed. Although the research on private language is in the ascendant at home and abroad, there is still much room for research on the influence of private language on foreign language learners. Firstly, because the monitoring of whisper is complicated, and the requirement of software and hardware is high, most of the works are limited to the research of literature review. At present, there is no research on the combination of mutual-language activities and foreign language learning effects. In addition, in view of the difficulty of adult oral production, there are few studies on adult as the empirical research object, but in China, adult foreign language learners account for a large proportion. Therefore, in order to remedy the shortcomings of these studies, this paper studies the influence of different task-driven whispers on adult foreign language learning from the perspective of sociocultural theory. This paper aims to solve the following two questions: (1) what are the characteristics of L2 learners' whispers in terms of form and content when they complete five different tasks? (2) what are the different effects of task-driven whispers on L2 learners? Based on the previous studies, this study takes the theory of social culture as the theoretical support of this paper, and takes the multi-task-driven and adult as the innovation point, and selects 20 graduate students majoring in English language and literature in Sichuan Foreign Studies University. Adults between the ages of 23 and 27 were used as subjects, and the whispers produced by them in the course of completing their tasks were used as the research materials. The data obtained were quantitatively analyzed by SPSS16.0 and analyzed qualitatively by the interviews. Finally, there are two main forms of whispering: reading aloud and whispering, including a small number of abbreviations, and the contents of the whisper are varied, including self-questioning, self-answering and self-interpretation, repetition, and emotional expressions. Description tasks et al. (2) whispering can promote foreign language learners, especially for tasks that require a great deal of cognitive activity, including solving riddles and idioms, writing compositions, and preparing speeches. Because they have more demands on oral English output, the subjects can produce more abundant whispers to guide their tasks, to achieve self-regulation, and to complete all kinds of tasks better. The present study provides a new perspective for enriching the study of private language, which leads us to think that in the process of second language acquisition, the guidance of educators and the understanding of private language activities may also have a significant impact on the learners' language learning effects. Therefore, it is necessary to adopt different ways to promote learners' language acquisition process in different language learning activities in order to achieve the best learning effect.
【學(xué)位授予單位】：四川外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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