自Pickering&Carrod（2004）提出交互協(xié)同模型的近十多年來,二語習(xí)得研究領(lǐng)域?qū)Y(jié)構(gòu)協(xié)同的關(guān)注日益增多。然而現(xiàn)有的結(jié)構(gòu)協(xié)同研究大多采用典型的心理學(xué)實(shí)驗(yàn)范式,均把啟動(dòng)句式嵌入到書面啟動(dòng)句子補(bǔ)全或者圖片描述活動(dòng)中此來考察受試的協(xié)同情況。鮮有實(shí)證研究涉及二語者在課堂里的自然對(duì)話交互中的結(jié)構(gòu)協(xié)同現(xiàn)象。為了彌補(bǔ)這一空缺,本文基于Pickering&Carrod的交互協(xié)同模型,探索二語者在兩個(gè)無內(nèi)嵌啟動(dòng)句的交際性任務(wù)下自然產(chǎn)生的結(jié)構(gòu)協(xié)同情況,并進(jìn)一步觀察任務(wù)類型對(duì)結(jié)構(gòu)協(xié)同效應(yīng)的強(qiáng)度和廣度的影響。具體研究問題如下:1)中國英語學(xué)習(xí)者是否會(huì)在閉合性和發(fā)散性任務(wù)中自然產(chǎn)生結(jié)構(gòu)協(xié)同?2)中國英語學(xué)習(xí)者在閉合性和發(fā)散性任務(wù)中產(chǎn)生的結(jié)構(gòu)協(xié)同效應(yīng)在強(qiáng)度上是否會(huì)有不同?3)中國英語學(xué)習(xí)者在閉合性和發(fā)散性任務(wù)中產(chǎn)生的結(jié)構(gòu)協(xié)同效應(yīng)在廣度上是否會(huì)有不同?為了回答這三個(gè)問題,本研究采用了兩個(gè)不同類型的交際性任務(wù),即:閉合性任務(wù)（拼圖式信息溝任務(wù)）和發(fā)散性任務(wù)（話題辯論任務(wù)）,邀請(qǐng)了34名廣東外語外貿(mào)大學(xué)的英文專業(yè)本科生參加實(shí)驗(yàn)。這34名學(xué)生經(jīng)英語水平測試,均為中等英語水平者,他們被隨機(jī)分為1... 

【文章頁數(shù)】：87 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research orientation
    1.2 Rationale and significance of the study
    1.3 Research questions
    1.4 Structure of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Structural alignment and the Interactive Alignment Model
        2.2.1 Definition of structural alignment
        2.2.2 The Interactive Alignment Model
    2.3 Convergent and divergent tasks
    2.4 Structural alignment in L1 literature:functions of structural alignment
        2.4.1 Structural alignment as a means to decrease processing effort
        2.4.2 Structural alignment as a reflection of implicit learning
        2.4.3 Structural alignment as a vehicle to facilitate communication
    2.5 Empirical studies on structural alignment in L2 literature
        2.5.1 Studies on L2 structural alignment with experimental primingtechniques
        2.5.2 Studies on L2 structural alignment with collaborative tasks
    2.6 Empirical studies on L2 interaction under convergent and divergent tasks
    2.7 Comments on previous studies
    2.8 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Research questions revisited
    3.3 Manipulation of variables of the present study
        3.3.1 Manipulation of the independent variable
        3.3.2 Operationalization of the dependent variable
    3.4 Participants
    3.5 Instruments
        3.5.1 The convergent task
        3.5.2 The divergent task
    3.6 Pilot study
    3.7 Procedure for data collection
    3.8 Data analysis
        3.8.1 Data coding
        3.8.2 Statistic analysis
    3.9 Summary
CHAPTER FOUR RESULTS FOR RESEARCH QUESTIONS
    4.1 Overview
    4.2 Results for research question1:the occurrence of structural alignment inthe interactions
    4.3 Results for research question2:magnitude of structural alignment
    4.4 Results for research question3:scopes of structural alignment
    4.5 Summary
CHAPTER FIVE DISCUSSION ON THE RESULTS
    5.1 Overview
    5.2 Discussion for research question1:occurrence of structural alignment
    5.3 Discussion for research question2:effect of task type on the magnitudeof structural alignment
    5.4 Discussion for research question3:effect of task type on the scopeof structural alignment
    5.5 Summary
CHAPTER SIX CONCLUSIONS,IMPLICATIONS AND LIMITATIONS
    6.1 Overview
    6.2 Summary of major findings
    6.3 Implications
        6.3.1 Theoretical implications
        6.3.2 Methodological implications
        6.3.3 Pedagogical implications
    6.4 Limitations of the present study and suggestions for future research
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D


【參考文獻(xiàn)】：
期刊論文
[1]二語交互中的結(jié)構(gòu)啟動(dòng)與二語發(fā)展[J]. 王啟,屈黎娜.  外語教學(xué)與研究. 2012(06)
[2]外語環(huán)境下任務(wù)類型、水平配對(duì)與意義協(xié)商研究[J]. 汪清,謝元花.  現(xiàn)代外語. 2011(01)
[3]語言水平及任務(wù)類型對(duì)第二語言產(chǎn)出中結(jié)構(gòu)啟動(dòng)的影響[J]. 王敏.  現(xiàn)代外語. 2009(03)



本文編號(hào)：3651230