本文選題：不完全重復任務 + 第二語言學習者�。� 參考：《北京大學》2013年碩士論文

【摘要】：本研究首次提出“不完全重復任務”概念，“不完全重復任務”指的是這樣一種任務：由同一學習者分別和不同的同伴完成相同的任務。兩次任務內(nèi)容相同，是重復，但合作的對象不同，因此是一種“不完全重復”。本文采用圖片描述的實驗，探索了不完全重復任務對中級水平漢語第二語言學習者語言及非語言表現(xiàn)方面的影響，并以維果斯基的社會文化理論為基礎(chǔ)，運用微觀發(fā)生法從過程角度考察了學習者的語言微觀發(fā)生階段及促使學習者語言變化的因素，以質(zhì)性分析為主，量化分析為輔。 本研究的結(jié)論如下：一、不完全重復任務在語言表現(xiàn)方面對學習者產(chǎn)生了影響。（1）描述內(nèi)容方面，大多數(shù)學習者在第二次互動中提到的信息點數(shù)量都有所增加，水平較低的學習者表現(xiàn)得更為明顯；不完全重復任務增加了學習者參與互動的新鮮感，且增加了語言輸出的機會，學習者在第二次互動中能夠有機會將在第一次互動中未提到的信息點表達出來。（2）語言形式方面，通過對語速、“嗯，啊”停頓以及簡單重復三個指標進行考察，我們發(fā)現(xiàn)學習者的流利性得以提高；詞匯復雜性方面，輸出的詞匯數(shù)量有所增加，范圍變廣，且所使用詞匯的難度也提高了。二、不完全重復任務在非語言表現(xiàn)方面也對學習者產(chǎn)生了影響。心理方面，第二次互動使學習者有機會掌握更多的信息點，且能夠有效積極地進行語言輸出。學習者在第二次互動中更傾向于扮演引導者的角色，發(fā)起話輪，主動提問，給同伴提供語言輸出的機會。在同伴語言輸出遇到障礙時，學習者會迫不及待說出答案，爭當“專家”。情感方面，不完全重復任務為學習者合作意識和自信心的增強提供了可能。三、語言微觀發(fā)生的過程一般分為五個階段：任務準備階段——意識覺醒階段——接受幫助階段——頓悟階段——強化鞏固階段。四、促使語言變化的因素有三種，，即語言解釋、語言啟動和語言共建。五、題型本身并不決定一切，學習者與其同伴的關(guān)系等也是影響學習者語言發(fā)展的因素。六、在原有練習形式的基礎(chǔ)上，變換或增加某一條件，則有可能設(shè)計出一種新的練習形式，從而達到意想不到的效果。 總之，不完全重復任務可以增加學習者語言輸出的機會，又不至于讓學生感到機械重復而失去學習的興趣和動力，有一定的教學實踐價值。
[Abstract]:In this study, the concept of "incomplete repetitive task" is proposed for the first time. "incomplete repetitive task" refers to a task in which the same learner and different peers perform the same task. Two tasks are identical and repetitive, but the objects of cooperation are different, so they are not completely repeated. Based on Vygoski's sociocultural theory, this paper explores the effects of incomplete repetition tasks on the language and non-linguistic performance of Chinese second language learners at intermediate level. From the perspective of process, this paper investigates the stage of language microoccurrence and the factors that promote learners' language change from the point of view of process, with qualitative analysis as the main factor and quantitative analysis as the secondary factor. The conclusions of this study are as follows: first, the incomplete repetition task has an impact on the learners in terms of language expression. In terms of description content, most learners have increased the number of information points mentioned in the second interaction. The lower level learners were more obvious; incomplete repetitive tasks increased the freshness of the learners' participation in interaction and increased the chances of language output. In the second interaction, learners have the opportunity to express the information points not mentioned in the first interaction in terms of language form, by examining the three indicators of speed, "uh, ah" pause and simple repetition. We find that learners' fluency and lexical complexity increase the number and scope of vocabulary output and the difficulty of using vocabulary. Second, incomplete repetitive tasks also affect learners in terms of non-verbal performance. Psychologically, the second interaction gives learners the opportunity to master more information points and to effectively and actively output language. In the second interaction, learners tend to play the role of guide, initiate turn, ask questions actively, and provide their peers with the opportunity of language output. When peer language output is blocked, learners can't wait to say the answer and become experts. On the affective level, incomplete repetitive tasks provide the possibility for learners to enhance their cooperative consciousness and self-confidence. Thirdly, the process of language micro-occurrence is generally divided into five stages: task preparation stage, consciousness awakening stage, receiving help stage, epiphany stage, strengthening and consolidating stage. Fourth, there are three factors that promote language change, namely language interpretation, language initiation and language construction. Fifth, the question type itself does not determine everything, and the relationship between learners and their peers is also a factor affecting learners' language development. Sixthly, on the basis of the original practice form, it is possible to design a new exercise form by changing or adding a certain condition, thus achieving unexpected results. In a word, incomplete repetition tasks can increase the chances of learners' language output, and do not make students feel mechanical repetition and lose their interest and motivation of learning, which has certain practical value in teaching.
【學位授予單位】：北京大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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