探究重铸特性对学习者纠错感知的影响

论文摘要

重铸是语言教学中频繁使用的一种纠错方式,然而因其与非纠错的重复功能相似以致学习者领会和回应效果不佳而备受争议,因此也吸引了大批二语研究者的兴趣。如何更合理的评判重铸纠错的有效性,至今尚无定论。大量描述性课堂研究以被纠错者为对象、以其对重铸的即时反应来检验其纠错效果,通常忽略课堂内其他学习者的反应。因此,本研究作为一项实验研究,旨在探索课堂中作为被纠错者的同伴和课堂会话听众的其他学习者是否感知到重铸的纠错功能,着重发现重铸的何种特性会影响其被感知的效果。研究者从自然发生的英语课堂会话中截取了66个重铸的片段以及一些无关会话片段(作为干扰项),选取42名中级学习者作为被试,要求其观看含有或不含有重铸的课堂片段的视频,并提前告知若发现有纠错行为就中断视频的播放,陈述对纠错行为的理解。本研究部分沿用了Sheen (2006)对重铸之若干特性的分类,即重铸片段中的话轮数量、重铸的长短、重铸的完整性、变化数量、语言焦点以及是否有超音段因素,并采用卡方检验分析重铸的特性与学习者对重铸的感知之间是否有显著性关联。结果表明与感知有显著关联的重铸特性包括：重铸片段中的话轮数量(单话轮还是多话轮)、重铸的完整性(部分重铸还是完全重铸)、变化数量(单个变化还是多个变化)以及是否有超音段因素(包括重音、停顿和语速变慢)。研究者从学习者的注意力资源的分配、工作记忆的局限性、对特定语言形式的习得准备以及重铸自身的显隐程度来解释和讨论了上述结果。研究建议教师可采用上述方式如施加更多的话轮或重音来增强重铸的凸显性,这样有利于学习者正确识别重铸的纠错功能,从而使学习受益。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter One Literature Review
• 1.1 Relevant theories
• 1.1.1 Noticing Hypothesis
• 1.1.2 Direct Contrast Hypothesis
• 1.1.3 Interaction Hypothesis
• 1.1.4 Social Learning Theory
• 1.2 A selective review of related studies
• 1.2.1 Descriptive studies of learner uptake as the effect of recast
• 1.2.2 Descriptive studies of recast in relation to error type
• 1.2.3 Experimental studies of L2 development as the effect of recast
• 1.2.4 Studies on factors affecting the efficacy of recasts
• 1.2.5 Studies on learners' perceptions about recasts
• 1.3 Conceptual and methodological issues related to this study
• 1.3.1 Defining recast:A broader boundary
• 1.3.2 Characterizing recast:A variety of variables
• 1.3.3 Measuring noticing of recast as correction
• Chapter Two Research Methodology
• 2.1 Research questions
• 2.2 Database
• 2.3 Participants
• 2.4 Procedure
• 2.5 Data analysis
• 2.5.1 Identifying recast sequences
• 2.5.2 Coding recast characteristics
• 2.5.3 Counting instances of noticing
• 2.5.4 Statistical analysis
• Chapter Three Research Results
• 3.1 Distribution of recast characteristics
• 3.2 Noticing of correction as the effect of recast characteristics
• 3.3 More findings about recast noticibility by qualitative analysis
• 3.3.1 An error made persistently even after correction
• 3.3.2 Recast episodes that were noticed by all participants
• 3.3.3 Recast episodes that were noticed by none of the participants
• 3.3.4 An extraordinary participant in noticing recasts
• 3.3.5 Recasts in high and middle school classes:Difference in noticing
• 3.4 Three effective recasts that can be modeled
• Chapter Four Discussion
• 4.1 Main characteristics of recasts found in this study
• 4.2 The characteristics of recasts that affect learner noticing
• Chapter Five Conclusion
• 5.1 Major findings
• 5.2 Pedagogical implications
• 5.3 Limitations and future directions
• References
• Acknowledgements