有一段時間,隨著心靈主義逐漸取代行為主義成為解釋語言習(xí)得的主流學(xué)派,“先天論”成為母語和二語習(xí)得領(lǐng)域的主導(dǎo)理論,頻次、練習(xí)、聯(lián)想學(xué)習(xí)等學(xué)習(xí)理論相對淡出了人們的視線。近些年來,語料庫語言學(xué)、認知科學(xué)、心理語言學(xué)等學(xué)科的最新研究成果都反對“先天論”,提出聯(lián)想學(xué)習(xí)是人類學(xué)習(xí)活動的普遍形式,而頻次是聯(lián)想學(xué)習(xí)過程中的關(guān)鍵因素。由此,N. Ellis （2002a）提出了以頻次為中心的二語習(xí)得理論,指出語言學(xué)習(xí)是范例學(xué)習(xí),頻次是語言習(xí)得的關(guān)鍵,強調(diào)語言經(jīng)歷、語言使用對語言習(xí)得的重要影響。圍繞這一理論出現(xiàn)了大量研究,但是到目前為止,以學(xué)習(xí)者為研究對象、針對頻次對二語語言知識習(xí)得作用的實證研究并不多,尤其缺乏在中國這樣一個外語學(xué)習(xí)背景下相關(guān)方面的研究。本論文通過兩個小規(guī)模的實證研究在這方面做了一個探索性的嘗試,具體的研究問題是：1.練習(xí)頻次是如何影響學(xué)習(xí)者在不同任務(wù)中的表現(xiàn)的?2.練習(xí)頻次是如何影響學(xué)習(xí)者在分詞作非謂語動詞和虛擬語氣這兩個二語構(gòu)式上在不同任務(wù)中的表現(xiàn)的?3.這兩個構(gòu)式的學(xué)習(xí)和使用受到哪些學(xué)習(xí)者認知心理機制和看法、策略的影響?本研究采用定量和定性相結(jié)合的方法來收集并分析數(shù)據(jù)。目標語言項為... 

【文章來源】：南京大學(xué)江蘇省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：225 頁

【學(xué)位級別】：博士

【文章目錄】：
Acknowledgements
ABSTRACT
中文摘要
Introduction
    0.1 Motivation for the Research
    0.2 Significance of the Research
        0.2.1 Theoretical significance
            0.2.1.1 Verifying practice frequency effects on EFL development
            0.2.1.2 Identifying linguistic factors that mediate practice frequency effects on EFL development
            0.2.1.3 Revealing learners' processing and production mechanisms that modulate frequency effects on the learning and use of different constructions
        0.2.2 Methodological significance
        0.2.3 Pedagogical significance
    0.3 Overview of the Dissertation
Part Ⅰ Literature Review
    Chapter One Linguistic Knowledge and Its Development
        1.1 Linguistic Knowledge
            1.1.1 Linguistic knowledge as representation
            1.1.2 Linguistic knowledge as access
            1.1.3 Measurement of linguistic knowledge
        1.2 Development of Linguistic Knowledge
            1.2.1 Language learning processes
            1.2.2 Language learning outcomes
        1.3 Positions on the Interface Issue
        1.4 Summary
    Chapter Two Frequency-Based Second Language Acquisition
        2.1 Task-Based Instruction
            2.1.1 Task
            2.1.2 Input and output
                2.1.2.1 Input
                2.1.2.2 Output
                2.1.2.3 Input vs. output or input plus output
        2.2 Frequency
            2.2.1 Feature distribution frequency
            2.2.2 Task frequency
            2.2.3 Empirical studies
        2.3 Linguistic Factors
            2.3.1 Learning difficulty of constructions
            2.3.2 The target constructions of the present research
                2.3.2.1 The two constructions
                2.3.2.2 Similarities between the two constructions
                2.3.2.3 Differences between the two constructions
        2.4 Learner Factors
            2.4.1 Cognitive and psychological mechanisms in L2 learning and use
                2.4.1.1 Doughty's （2001） working taxonomy
                2.4.1.2 Learned attention
                2.4.1.3 Awareness
            2.4.2 Individual differences in learning beliefs and strategies
        2.5 Characteristics of the Present Research
Part Ⅱ Methodology
    Chapter Three Research Methodology
        3.1 Research Questions
        3.2 Study1
            3.2.1 Participants
            3.2.2 Instruments
                3.2.2.1 Reading materials and the writing task
                3.2.2.2 Measurement
                    3.2.2.2.1 The grammaticality judgment and correction task
                    3.2.2.2.2 The guided production tasks
                3.2.2.3 Think-aloud protocols and interviews
            3.2.3 Data collection
                3.2.3.1 Pretest
                3.2.3.2 Practice sessions
                3.2.3.3 Posttests
                3.2.3.4 Training of think-aloud
                3.2.3.5 Interviews
            3.2.4 Data analysis
                3.2.4.1 Quantitative analysis
                    3.2.4.1.1 Coding schemes
                    3.2.4.1.2 Scoring schemes
                3.2.4.2 Qualitative analysis
                    3.2.4.2.1 Think-aloud protocols
                    3.2.4.2.2 Interview data
        3.3 Study 2
            3.3.1 Participants
            3.3.2 Instruments
            3.3.3 Data collection
            3.3.4 Data analysis
Part Ⅲ Results and Discussion
    Chapter Four Practice Frequency Effects on Learners' Task Performance
        4.1 The Correction Task
            4.1.1 Effects of practice frequency on task performance
            4.1.2 Types of knowledge accessed
            4.1.3 Summary and discussion
        4.2 The Guided Speaking Task
            4.2.1 Effects of practice frequency on performance accuracy
            4.2.2 Effects of practice frequency on performance automaticity
            4.2.3 Summary and discussion
        4.3 The Grammaticality Judgment Task and the Guided Writing Task
            4.3.1 Effects of practice frequency on task performance
            4.3.2 Types of knowledge accessed
            4.3.3 Summary and discussion
        4.4 Learners' Task Performance under the Effect of Practice Frequency
    Chapter Five Practice Frequency Effects on Two Constructions
        5.1 The Non-Finite Participle Construction
            5.1.1 The correction task
            5.1.2 The guided speaking task
            5.1.3 Summary and discussion
        5.2 The Subjunctive Construction
            5.2.1 The correction task
            5.2.2 The guided speaking task
            5.2.3 Summary and discussion
        5.3 Effect of Practice Frequency on Two Constructions
    Chapter Six Processing and Production of the Two Constructions
        6.1 Processing Mechanisms in the Learning of the Target Constructions
            6.1.1 Input processing mechanisms
                6.1.1.1 Detection without awareness
                6.1.1.2 Rehearsal
                6.1.1.3 Noticing
                    6.1.1.3.1 Noticing of form
                    6.1.1.3.2 Noticing of form-meaning mappings
                    6.1.1.3.3 Noticing of form-meaning-use mappings
                6.1.1.4 Focus-on-form
            6.1.2 Output processing mechanisms
                6.1.2.1 Focus-on-meaning
                6.1.2.2 Uptake
                6.1.2.3 Activation of long-term knowledge in face of current input
                6.1.2.4 Monitoring
                6.1.2.5 Overgeneralization
                6.1.2.6 Automatization
            6.1.3 Useful processing mechanisms for learning
        6.2 Production Mechanisms in Language Use
            6.2.1 General language production mechanisms
                6.2.1.1 Message generation
                6.2.1.2 Language formulation
                6.2.1.3 Monitoring
                6.2.1.4 Automatization
            6.2.2 Production mechanisms for the target constructions
                6.2.2.1 Production mechanisms for the participle construction
                6.2.2.2 Production mechanisms for the subjunctive construction
                    6.2.2.2.1 Avoidance
                    6.2.2.2.2 Focus-on-meaning
                    6.2.2.2.3 Making meaning-use-form mappings
                    6.2.2.2.4 Use of L1
                    6.2.2.2.5 Hypothesis testing
                    6.2.2.2.6 Application of implicit and proceduralized knowledge
                    6.2.2.2.7 Monitoring
                    6.2.2.2.8 Automatization
            6.3 Learner Beliefs and Strategies
                6.3.1 Beliefs and strategies for grammar learning and use in general
                6.3.2 Beliefs and strategies with regard to the participle
                6.3.3 Beliefs and strategies with regard to the subjunctive
                6.3.4 Views on the practice task
            6.4 Linking Task Performance to Mechanisms and Learning Beliefs and Strategies
                6.4.1 Characteristics of the participant who improved the most in the correction task
                6.4.2 Characteristics of the participant who improved the most in the speaking task
                6.4.3 Summary
            6.5 Mechanisms and Learner Beliefs and Strategies in Language Learning and Use
Part Ⅳ Conclusion
    Chapter Seven Conclusion
        7.1 Summary of Major Findings
            7.1.1 Knowledge development under the effect of practice frequency
            7.1.2 Effect of practice frequency on the knowledge development of two constructions
            7.1.3 Mechanisms and learner beliefs and strategies in language learning and use
        7.2. Implications
            7.2.1 Theoretical implications
                7.2.1.1 Verifying the effects of practice frequency on EFL development
                7.2.1.2 Identifying linguistic factors that mediate practice frequency effects on EFL development
                7.2.1.3 Revealing learners' processing and production mechanisms that modulate frequency effects on the learning and use of different constructions
            7.2.2 Methodological implications
            7.2.3 Pedagogical implications
        7.3 Limitations and Suggestions for Future Research
References
Appendices


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