本文選題：二語學(xué)習(xí)　切入點(diǎn)：修正輸出　出處：《揚(yáng)州大學(xué)》2014年碩士論文

【摘要】：本研究依據(jù)Long (2007)提出的“二語學(xué)習(xí)重要的是內(nèi)在因素”,并以此為假設(shè),探索中國英語學(xué)習(xí)者修正敘事話語輸出與工作記憶容量之間的關(guān)系,旨在揭示學(xué)習(xí)者的內(nèi)在工作記憶機(jī)制。主要研究問題包括：(1)在口頭話語互動(dòng)中,英語專業(yè)學(xué)生的修正性反饋呈現(xiàn)何種特征(類型、頻次與分布)?(2)學(xué)習(xí)者交互時(shí)修正輸出的幾率與其工作記憶容量有何關(guān)聯(lián)? 本研究設(shè)計(jì)了兩項(xiàng)實(shí)驗(yàn),實(shí)驗(yàn)的對(duì)象均為某高校大三上半學(xué)期的30名英語專業(yè)學(xué)生。實(shí)驗(yàn)一是工作記憶測試,旨在檢測受試學(xué)生的工作記憶容量。測試采用的是劉昌教授設(shè)計(jì)的工作記憶測評(píng)軟件MindTest(2.0版),主要使用了軟件中的閱讀廣度測試部分,測試的結(jié)果由該軟件自動(dòng)生成。實(shí)驗(yàn)二是基于完成看圖故事的口頭表達(dá),用來測試受試在與研究者互動(dòng)中的修正輸出情況。研究者對(duì)整個(gè)會(huì)話過程進(jìn)行了錄音,隨后做了編碼轉(zhuǎn)錄,并使用SPSS軟件進(jìn)行了數(shù)據(jù)統(tǒng)計(jì)。 通過對(duì)采集的數(shù)據(jù)進(jìn)行分析,本研究得出如下結(jié)論： 第一,在口頭話語互動(dòng)過程中,英語專業(yè)學(xué)生對(duì)修正性反饋有三種類型的回應(yīng),分別是修正性輸出,重復(fù)先前的輸出和其他類型的輸出,其所占的分布比例分別為66.2%,18.6%,15.3%。結(jié)果顯示,修正性輸出在整個(gè)會(huì)話互動(dòng)過程中使用頻次最高。 第二,相關(guān)分析表明,學(xué)習(xí)者的修正輸出與工作記憶容量呈意義正相關(guān)。說明學(xué)習(xí)者的工作記憶容量大小會(huì)影響其在互動(dòng)中修正輸出的幾率,工作記憶容量越大的學(xué)習(xí)者在互動(dòng)中修正輸出的越多。同時(shí),線性回歸結(jié)果顯示,學(xué)習(xí)者的工作記憶容量大小能預(yù)測其在互動(dòng)中修正輸出的產(chǎn)出�；貧w分析的F檢驗(yàn)值為17.721,P值為.000,表示二者之間的線性關(guān)系顯著。該結(jié)果驗(yàn)證了本研究的基本假設(shè),即與工作記憶容量小的學(xué)習(xí)者相比,工作記憶容量大的學(xué)習(xí)者更容易修正自己先前的輸出,其修正輸出的幾率更高。 本研究對(duì)二語教學(xué)具有重要的啟示作用：首先,教師應(yīng)采取多種策略培養(yǎng)學(xué)生的修正輸出意識(shí),讓學(xué)生意識(shí)到修正輸出的重要性。并嘗試采取多種不同的反饋策略來給學(xué)生提供更多修正輸出的可能和機(jī)會(huì),鍛煉提升學(xué)生的敘事話語和交際能力。其次,學(xué)生要意識(shí)到工作記憶在二語學(xué)習(xí)中的重要作用。在教師的指導(dǎo)幫助下,加強(qiáng)自身的工作記憶能力。
[Abstract]:The present study is based on the hypothesis that "L2 learning is an important internal factor" and explores the relationship between Chinese EFL learners' modified narrative discourse output and working memory capacity.The purpose of this paper is to reveal the internal working memory mechanism of learners.The main research questions include: (1) what are the characteristics (type, frequency and distribution) of modified feedback (type, frequency and distribution) in oral discourse interaction between English majors and their working memory capacity?Two experiments were designed. The subjects were 30 English majors in the first half semester of a university.Experiment one is a working memory test, designed to test the working memory capacity of the students.The test is based on the working memory test software MindTest(2.0 designed by Professor Liu Chang, which mainly uses the reading span part of the software. The results of the test are generated automatically by the software.The second experiment is based on the oral expression of the picture story, which is used to test the revised output of the subjects in the interaction with the researcher.The researchers recorded the whole conversation process, then coded and transcribed it, and used SPSS software to make statistics.Through the analysis of the collected data, this study draws the following conclusions:First, in the process of oral discourse interaction, English majors have three types of responses to corrective feedback, namely, correction output, repetition of previous output and other types of output, which account for 66.2% and 18.6% respectively.The results show that the modified output is the most frequently used in the whole process of conversation interaction.Secondly, correlation analysis shows that the modified output of learners is positively related to working memory capacity.It shows that the working memory capacity of learners will affect the probability of modifying the output in the interaction, and the larger the working memory capacity, the more the revised output in the interaction.At the same time, the linear regression results show that the learner's working memory capacity can predict the output of the modified output in the interaction.The F test value of regression analysis was 17.721% P = 0.000, which indicated that the linear relationship between them was significant.The results verify the basic hypothesis of this study, that is, the learners with large working memory capacity are more likely to correct their previous outputs than those with small working memory capacity, and the probability of revising them is higher than that of the learners with small working memory capacity.This study has important implications for second language teaching. Firstly, teachers should adopt a variety of strategies to cultivate students' awareness of modified output and make students realize the importance of modified output.And try to adopt various kinds of feedback strategies to provide students with more possibilities and opportunities to modify the output, and improve the students' narrative discourse and communication ability.Secondly, students should realize the important role of working memory in second language learning.Under the guidance of teachers, strengthen their working memory ability.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H0-05

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

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本文編號(hào)：1726440