本文選題：輸入強化 + 注意��； 參考：《湖南大學(xué)》2013年碩士論文

【摘要】：輸入是二語習(xí)得中最基本的語言材料。對于國內(nèi)的學(xué)習(xí)者來說，只能通過提供大量的非自然的輸入人為地創(chuàng)造出一個具有豐富語料的二語環(huán)境。在構(gòu)建的二語環(huán)境中，輸入還要首先被學(xué)習(xí)者“注意”到并轉(zhuǎn)化為可理解的輸入，才有可能得到吸收，然后進行加工處理。由此看來，如何在輸入的過程中加強學(xué)習(xí)者對目標語形式的注意將成為能否促進二語習(xí)得的關(guān)鍵。本研究就是采用最直接的、具有一定可行性的方式對輸入進行強化，從視覺、聽覺等不同方面凸顯目標語形式，探究在輸入被強化的情形下，特定的語言形式能否吸引學(xué)習(xí)者更多的注意、更容易促成二語習(xí)得。 實驗選取的目標語形式是附加疑問句，是中國二語學(xué)習(xí)者普遍感到難以掌握的語法形式之一。本研究通過輸入強化的方式對目標語法形式加以凸顯來探究二語習(xí)得的效果，可以在教學(xué)實踐中為促進學(xué)生的外語學(xué)習(xí)與習(xí)得提供一些有益的參考。 本研究采用對照實驗的方法，以注意假設(shè)和輸入假說為理論基礎(chǔ)，借助輸入強化變式，來探尋中國英語學(xué)習(xí)者注意及習(xí)得附加疑問句的效果，旨在揭示輸入強化對附加疑問句的注意與習(xí)得是否有顯著的促進效用。通過前測、分組實驗、后測引出四組英語學(xué)習(xí)者的實驗數(shù)據(jù)。本文采用SPSS19.0對受試組的數(shù)據(jù)進行了組間、組內(nèi)的T檢驗分析。主要研究結(jié)果如下： （1）輸入強化明顯促進了學(xué)習(xí)者對附加疑問句的注意，且不同的輸入強化變式影響的程度也不一樣，規(guī)則講解和背誦促進效果最強（兩者間無顯著差異），文本強化次之。造成這種程度上的差異主要源于規(guī)則講解是一種顯性知識，教師通過引導(dǎo)受試者注意語言形式下的關(guān)鍵特征使語法規(guī)則變得十分明確，從而提高受試者對目標語形式的注意，這主要反映了注意假說中“指示”的重要作用；背誦在注意假說中屬于“任務(wù)要求”，受試者為了完成這一任務(wù)，會對語言輸入加以特別的注意，雖然本實驗中背誦組接受的是普通文本，但由于測試題目摘選于對話本身，所以全文背誦對答題的正確率起到了一定的促進作用。至于文本輸入的強化效果略微低于前兩者，這主要是因為文本強化屬于隱性知識，沒有更加直接地作用于受試者。但根據(jù)注意假說中對“凸顯性”的強調(diào)，目標語形式的文本強化相對于其他輸入形式仍具有一定程度的識別顯性，所以更容易被注意到。故三個強化組對附加疑問句的注意要強于非強化組。 （2）輸入強化明顯促進了學(xué)習(xí)者習(xí)得附加疑問句，且不同的輸入強化變式影響的程度也不一樣，規(guī)則講解和背誦促進效果最強（兩者間無顯著差異），文本強化次之。造成這種程度上的差異主要源于規(guī)則講解側(cè)重直接談?wù)撜Z法規(guī)則，可理解的輸入獲得內(nèi)化，促使學(xué)習(xí)者從有意識地學(xué)習(xí)逐步過渡到無意識的習(xí)得；而背誦組的受試者通過視覺器官、感覺器官和肌肉運動以及聽覺器官的協(xié)同監(jiān)聽，將可理解的輸入在大腦內(nèi)形成記憶網(wǎng)絡(luò)，在語言習(xí)得機制的作用下經(jīng)過內(nèi)化，促進其習(xí)得。至于文本輸入的強化效果略微低于前兩者，這主要是因為文本強化僅接受視覺上的單一刺激，讓受試者自然地去探索附加疑問句的特征，并進行內(nèi)部分析、意義-形式的匹配，效率相對于前兩者略微偏低。但文本強化的優(yōu)勢在于其內(nèi)隱式的干預(yù)手段，相比于其他輸入方式仍易于調(diào)動學(xué)習(xí)者的語言知識。故三個強化組對附加疑問句的習(xí)得要強于非強化組。 （3）根據(jù)組間比較，強化的輸入與非強化輸入相比，前者帶來了明顯的作用，產(chǎn)生了積極的促進效果。雖然這三種輸入強化變式可以促進學(xué)習(xí)者對附加疑問句的注意、加工、理解和習(xí)得，但通過延遲測試的成績回落可以看出，輸入強化變式可以促進習(xí)得卻不能保證習(xí)得。所以，輸入強化可以作為優(yōu)質(zhì)的教學(xué)資源幫助二語學(xué)習(xí)者提高實際的習(xí)得效率。 以上發(fā)現(xiàn)表明，通過輸入強化的方式可以有效地促進學(xué)習(xí)者對附加疑問句的注意和習(xí)得。在附加疑問句被凸顯的情況下，學(xué)習(xí)者將分配出更多的注意資源，促進可理解的輸入和語法規(guī)則的內(nèi)化，提高二語習(xí)得的功效。
[Abstract]:Input is the most basic language material in the second language acquisition . For learners in China , it is possible to create a two - language environment with rich corpus by providing a large amount of unnatural input . In the constructed two - language environment , it is possible to obtain the second language environment with rich corpus . In this way , it is possible to strengthen the learner ' s attention to the target language form in the process of input . This research is to enhance the learner ' s attention to the target language form in the process of input .

The target language form of experiment selection is an additional interrogative sentence , which is one of the most difficult grammar forms for Chinese second language learners . This study explores the effect of second language acquisition by means of input enhancement . It can provide some useful references for promoting students ' foreign language learning and acquisition in teaching practice .

In this paper , we use the method of control experiment to find out the hypothesis and input hypothesis as the theoretical basis , and to explore the effect of additional interrogative sentences in Chinese English learners by means of input enhanced variation . The purpose of this study is to reveal the effect of enhancing the attention and acquisition of the additional interrogative sentences . The data of the test group is analyzed by SPSS 10.0 . The results are as follows :

( 1 ) Input enhancement obviously promotes learner ' s attention to additional interrogative sentences , and different input reinforces different effects , and the text is strengthened the second . This difference is mainly derived from the rule explanation is a dominant knowledge , and the teacher ' s attention to the target language form is improved by directing the key features of the subject ' s attention in the form of language , which mainly reflects the important role of " indication " in hypothesis hypothesis ;
It is important to pay special attention to the input of the language in order to complete the task . Although the emphasis of the text input is slightly lower than that of the previous two , the text enhancement in the form of the target language has a certain degree of recognition dominance with respect to other input forms , so it is easier to be noticed . Therefore , the attention of the three strengthening groups to the additional interrogative sentence is stronger than that of the non - intensive group .

( 2 ) Input enhancement significantly promotes learner ' s acquisition of additional interrogative sentences , and the different input enhancement changes are different , and the text enhancement is the second . This difference is mainly due to the direct discussion of grammatical rules by the rule explanation , and the understandable input is internalizing , which causes the learners to learn gradually from consciously learning to unconscious acquisition ;
It is mainly because text enhancement only accepts single stimulus in vision , makes the subject naturally explore the features of additional interrogative sentence , and makes internal analysis , meaning - form matching and efficiency slightly lower than that of the previous two , but the advantage of text enhancement lies in the implicit intervention method , which is more apt to arouse the learners ' language knowledge than other input methods .

( 3 ) According to the comparison between the two groups , the enhanced input has obvious effect on the non - enhanced input , and the positive promotion effect is generated . Although the three kinds of input enhancement types can promote the learner ' s attention , processing , understanding and acquisition of the additional questions , it can be seen that the input reinforcement can promote the acquisition , but can not guarantee the acquisition . Therefore , the input enhancement can be used as a high - quality teaching resource to help the L2 learners to improve the actual acquisition efficiency .

The above findings indicate that the learner ' s attention to and acquisition of additional interrogative sentences can be effectively promoted by means of input enhancement . In the case of additional questions being highlighted , learners will allocate more attention resources , promote the internalization of understandable inputs and grammar rules , and improve the effectiveness of L2 acquisition .
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H09

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本文編號：1996039