本文選題：輸入模態(tài)　切入點(diǎn)：二語(yǔ)習(xí)得　出處：《江南大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：輸入在二語(yǔ)習(xí)得中的地位不可辯駁。沒(méi)有輸入,就不可能產(chǎn)生語(yǔ)言習(xí)得。閱讀和聽(tīng)力作為語(yǔ)言學(xué)習(xí)的兩大主要途徑,為二語(yǔ)學(xué)習(xí)者學(xué)習(xí)目標(biāo)語(yǔ)言提供了必需的輸入信息。對(duì)視、聽(tīng)兩種輸入模態(tài)的研究引起了很多研究者的興趣。哪種輸入模態(tài)能為二語(yǔ)學(xué)習(xí)者帶來(lái)更為有利的學(xué)習(xí)效果則是一個(gè)急需探討和解決的重要問(wèn)題。此外,在現(xiàn)有的一些研究中發(fā)現(xiàn)注意力對(duì)二語(yǔ)習(xí)得有著重要的影響,不同的輸入模態(tài)可能導(dǎo)致學(xué)習(xí)者注意力分配的不同,注意和習(xí)得間也可能存在一定的相關(guān)性。因此,作為水平組對(duì)比研究,本研究將著重探究學(xué)習(xí)者在不同的輸入模態(tài)下對(duì)目標(biāo)語(yǔ)言形式注意和習(xí)得的影響。本研究將圍繞以下四個(gè)研究問(wèn)題展開(kāi):1)不同的輸入模態(tài)是否會(huì)影響二語(yǔ)學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的學(xué)習(xí)?2)在不同的輸入模態(tài)下,二語(yǔ)學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的注意力是否不同?3)二語(yǔ)目標(biāo)結(jié)構(gòu)習(xí)得與學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的注意力之間是否相關(guān)?4)語(yǔ)言水平是否會(huì)影響學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的注意、學(xué)習(xí)以及注意和學(xué)習(xí)間的關(guān)系?本研究通過(guò)控制對(duì)比實(shí)驗(yàn)對(duì)351名受試進(jìn)行研究,其中130位來(lái)自初一(初級(jí)學(xué)習(xí)者),128位來(lái)自高一(中等水平學(xué)習(xí)者),93位是來(lái)自大學(xué)英語(yǔ)專(zhuān)業(yè)二年級(jí)的學(xué)生(高水平學(xué)習(xí)者)。實(shí)驗(yàn)選取現(xiàn)在進(jìn)行時(shí)-ing和規(guī)則動(dòng)詞過(guò)去時(shí)-ed為目標(biāo)結(jié)構(gòu)。每個(gè)水平組的受試隨機(jī)分成三組:視覺(jué)組、聽(tīng)覺(jué)組、控制組。在實(shí)驗(yàn)開(kāi)始前后分別設(shè)置了前測(cè)和即時(shí)后測(cè)來(lái)考察受試對(duì)目標(biāo)結(jié)構(gòu)的掌握情況,而注意情況則通過(guò)實(shí)驗(yàn)中受試按要求記錄的筆記進(jìn)行考察。實(shí)驗(yàn)結(jié)束后通過(guò)對(duì)實(shí)驗(yàn)組進(jìn)行問(wèn)卷調(diào)查和受激回述進(jìn)一步調(diào)查學(xué)習(xí)者的背景信息,對(duì)實(shí)驗(yàn)材料的理解程度和注意分配情況。兩周后,所有的受試接受了延時(shí)后測(cè)。在整個(gè)實(shí)驗(yàn)過(guò)程中,控制組只參加前測(cè)、即時(shí)后測(cè)以及延時(shí)后測(cè)。實(shí)驗(yàn)數(shù)據(jù)經(jīng)過(guò)分析,得出以下結(jié)果:1)即時(shí)后測(cè)中,兩種不同的輸入模態(tài)均對(duì)目標(biāo)結(jié)構(gòu)的學(xué)習(xí)產(chǎn)生了影響。其中,在初學(xué)階段,視覺(jué)組對(duì)目標(biāo)結(jié)構(gòu)的習(xí)得顯著好于聽(tīng)覺(jué)組;而在中、高水平階段,視覺(jué)組習(xí)得優(yōu)于聽(tīng)覺(jué)組,但未見(jiàn)顯著差異。延時(shí)后測(cè)中,視、聽(tīng)組表現(xiàn)均顯著好于控制組,視覺(jué)組優(yōu)于聽(tīng)覺(jué)組,但兩組間無(wú)顯著性差異。2)在不同的輸入模態(tài)下,學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的注意力不同。其中,學(xué)習(xí)者在視覺(jué)模態(tài)下比在聽(tīng)覺(jué)模態(tài)下注意到更多的目標(biāo)結(jié)構(gòu)。3)在兩種輸入模態(tài)下,學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的注意和即時(shí)重構(gòu)任務(wù)的結(jié)果整體上呈現(xiàn)中等程度的正相關(guān),但注意與即時(shí)習(xí)得間,并未發(fā)現(xiàn)顯著的相關(guān)性。4)隨著學(xué)習(xí)者語(yǔ)言水平提高,對(duì)目標(biāo)結(jié)構(gòu)的注意減少。此外,隨著學(xué)習(xí)者語(yǔ)言水平的提高,視、聽(tīng)輸入模態(tài)下的習(xí)得差異逐漸縮小。注意和習(xí)得間的相關(guān)性并未受到語(yǔ)言水平的影響。通過(guò)本研究可以發(fā)現(xiàn),視覺(jué)輸入能更好的促進(jìn)學(xué)習(xí)者對(duì)目標(biāo)結(jié)構(gòu)的的注意和學(xué)習(xí)。同時(shí)值得關(guān)注的是,雖然聽(tīng)覺(jué)輸入在對(duì)目標(biāo)結(jié)構(gòu)的注意和習(xí)得方面處于弱勢(shì),但研究發(fā)現(xiàn)隨著學(xué)習(xí)者語(yǔ)言水平的提高,聽(tīng)覺(jué)能力也從而獲得提升。另外,實(shí)驗(yàn)結(jié)果表明,注意和習(xí)得間并非簡(jiǎn)單的因果關(guān)系,注意未必能引起習(xí)得的產(chǎn)生。因此,在外語(yǔ)教學(xué)中,教學(xué)者要根據(jù)學(xué)習(xí)者的語(yǔ)言水平,選擇適合的輸入模態(tài)從而激發(fā)更深層次的信息加工,獲得好的學(xué)習(xí)結(jié)果。
[Abstract]:The status of input in the two language acquisition irrefutable. No input, it is impossible to produce language acquisition. The two main ways of reading and listening as language learning, learning the target language provides the input information required for language learning. On the two, listen to the study of the two input mode caused a lot of researchers what kind of interest. The input mode can learn two language to bring more favorable learning effects is an important problem needed to be discussed and solved. In addition, in some of the existing research found that attention has an important influence on two language acquisition, input mode may lead to different learners attention allocation of different. Noticing and acquisition there may be some correlation. Therefore, as the level of group comparison, this study will focus on the inquiry learning in the input mode under different noticing and acquisition of the target form influence This study will focus on the following four research questions: 1) whether the input mode of the two language learners to learn the structure of? 2) in the input mode under different two language learners on the target structure of attention? 3) two language acquisition and learning target structure on whether the correlation between the target structure of attention? 4) language level will affect learners' attention to the target structure, and study the relationship between attention and learning? This study through control experiments of the 351 subjects studied, 130 of them from the beginning (primary learners), 128 from a high (medium the level of learners), 93 from the second grade College English Majors (high level learners). The experiment selected are -ing and -ed as the target verb rule structure. Each level group subjects were randomly divided into three groups: visual, auditory Group and control group. The pretest and posttest to examine the immediate subject of mastery goal structure are respectively arranged at the start of the experiment before and after, and attention is tested according to the requirements of the notes were investigated through experiments. After the experiment, through questionnaire survey and background information to the further investigation of stimulated learners in the experimental group, the level of understanding and attention to the distribution of experimental materials. After two weeks, all subjects received a delayed posttest. During the whole experiment, the control group only took part in the pretest, immediate posttest and delayed posttest experimental data. Through the analysis, obtained the following results: 1) immediately after in the test, two kinds of different input modes have influence on the target structure learning. Among them, in the beginning stages, the visual group for the target structure acquisition significantly better than hearing group; while in the middle, high level, and in the auditory visual Group acquisition group, but There was no significant difference. The delayed post test, visual, listening group were significantly better than the control group, the Visual Auditory group than the group, but no significant difference between the two groups in.2) under different input modes, to the target structure of different attention. Among them, the target structure in visual mode than to.3 note that in the auditory mode more learners) in two kinds of input mode, learning results for the target structure and immediate reconstruction task note showing the overall moderate positive correlation, but with instant acquisition,.4 did not find a significant correlation with the level of language learners), to reduce the target structure attention. In addition, with the improvement of learners' language ability, as to the difference in input mode acquisition gradually reduced. The correlation between attention and acquisition was not affected by the level of language. Through this study we can find that the visual input can To better promote the learners to target the attention and learning. At the same time, the concern is that although auditory input is weak in the aspects of the structure of noticing and acquisition, but the study found that with the improvement of learners' language ability, hearing ability also to get promotion. In addition, the experimental results show that the effect is not simple the relationship between attention and learning, attention will not necessarily cause acquisition. Therefore, in foreign language teaching, teaching according to the learner's language level, select the input mode for information processing and thus stimulate deeper, obtain good learning results.

【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：H09

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