二语习得中的语言输出研究 ——任务型方法

论文摘要

本论文是一项关于语言输出在二语习得中的作用的研究。该研究以写作任务为研究单位,以中高级英语学习者为研究对象,采用系统多样的实证研究方法,通过对输出任务与输入任务的对比研究,探讨了输出任务在习得生词和提高整体言语行为(如准确度、流利度和复杂度)方面的作用,以及输出过程的内在心理语言学机制及其对提高学习者认知技能的作用。全文共分八章。第一章简要介绍了二语习得研究/教学的任务型方法及此项研究的必要性。第二章为文献综述和理论框架,回顾了语言输出及其认知过程在二语习得中的作用的相关文献,指出该领域中有待回答的问题,并提出本研究的概念框架。第三章为研究设计,阐述了本研究的研究目的、研究问题及假设,介绍了本研究所采用的两个实验设计、出声思维方法及作文的文本分析方法。第四章为实验1的结果与讨论。第五章为实验2的结果与讨论。第六章为出声思维数据的分析结果和作文文本分析的结果与讨论。第七章调查了现有英语课程体系中输出任务的地位。第八章结论,总结本研究的发现并指出今后的研究方向。1、研究的理论框架1.1研究背景人们对输出的作用一直存在争议:输出是习得的结果还是习得的原因?语言输出过程与语言学习过程是否相关?在认知框架内人们已对注意、记忆、输入、表征系统和技能习得等进行了大量的研究,但对输出的研究却寥寥无几。Skehan (1999)的语言学习认知法对认知框架下的研究发现进行了理论综合和概括,使得二语习得的认知研究既具解释性又具操作性。但该理论却否认输出在二语习得中的作用。另一方面,Swain (1985,1993,1995,1998)提出的“输出假设”认为,语言产出在二语习得中起着多种积极的作用。但输出是否直接导致中介语的发展、输出时中介语变化的心理语言学机制是什么等问题仍旧没有明确的结论。本研究试图从认知框架下研究输出的作用,其目的在于探索输出任务是否促进学习者习得新的语言形式和提高言语行为表现,以及输出过程是怎样与语言学习过程和学习者的认知发展相关联的。具体说来,本研究包括以下研究问题:1)输出任务是否促进生词的习得?输出任务中哪些条件有助于生词的习得?2)与理解任务组相比,产出任务组是否具有更好的言语行为表现?3)学习者产出二语时是否介入精致化过程/重构过程?换句话说,二语的产出过

论文目录

• Acknowledgement
• 中文摘要
• Abstract
• List of Figure
• List of Table
• List of Abbreviati
• Chapter 1 Second Language Acquisition/Pedagogy Research: The Task-based Approach
• 1.0 Introduction
• 1.1 Defining “task”
• 1.2 Classification of tasks
• 1.3 Background of the research: taking communication to tasks—recent trends in language teaching
• 1.4 The siren call of the task: attractions of tasks and reservations about the capacity of tasks
• 1.5 The significance of this research
• 1.6 The overall structure of the dissertation
• Chapter 2 Literature Review and Theoretical Framework: Output, Cognitive Process and Second Language Acquisition
• 2.0 Introduction
• 2.1 Cognitive approach to language learning
• 2.1.1 Skehan’s fundamental concepts and claims
• 2.1.2 Some Comments
• 2.1.3 Problems with the cognitive approach
• 2.2 Swain’s Output hypothesis
• 2.2.1 Functions of output and psycholinguistic mechanisms of the output hypothesis
• 2.2.2 Empirical studies of output hypothesis
• 2.2.3 Unresolved questions
• 2.3 Cognitive process of comprehension and production
• 2.3.1 Speech comprehension process and language acquisition
• 2.3.2 Speech production processes
• 2.3.2.1 Levelt’s speech production model
• 2.3.2.2 Skill acquisition theories and the development of fluency in production
• 2.3.2.3 Robinson’s cognition hypothesis
• 2.4 A conceptual framework of the present study
• 2.5 Summary
• Chapter 3 Research Design
• 3.0 Introduction
• 3.1 Tasks, goals, research questions and hypotheses
• 3.2 Measuring language acquisition and performance
• 3.3 Experiment 1
• 3.3.1 Subjects
• 3.3.2 Tasks and material
• 3.3.3 Procedure
• 3.3.4 Data-analysis
• 3.4 Experiment 2
• 3.4.1 Subjects
• 3.4.2 Treatment and procedures
• 3.4.3 Data-collection and data-analysis
• 3.5 Cognitive processes and cognitive development in output
• 3.5.1 Think-aloud and interviews
• 3.5.1.1 Restructuring as a process in L2 development
• 3.5.1.2 Classification of the think-aloud protocols
• 3.5.1.3 The Validity and reliability of the protocol data
• 3.5.2 Text analysis of the compositions
• 3.5.2.1 Cognitive skills in writing
• 3.5.2.2 Data collection and analysis
• 3.6 Summary
• Chapter 4 Experiment 1: Results and Discussions
• 4.0 Introduction
• 4.1 Results of pretests, posttest 1 and posttest 2
• 4.2 Findings from the comparison
• 4.3 Discussion
• 4.3.1 The acquisition of new words of each group
• 4.3.2 Discussion of Hypothesis 1
• 4.3.3 Discussion of Hypothesis 2
• 4.3.4 Discussion of Hypothesis 3
• 4.4 Conditions affecting acquisition of new words in output tasks and their pedagogic implications
• 4.5 Summary
• Chapter 5 Experiment 2: Results and Discussions
• 5.0 Introduction
• 5.1 Results of reading posttest
• 5.2 Results of writing posttest
• 5.2.1 The comparison of overall scores of writing test
• 5.2.2 Fluency, complexity and accuracy of performance and linguistic development
• 5.2.2.1 The influence of task type on learners’performance
• 5.2.2.2 The influence of task practice on performance
• 5.2.2.3 Analysis of linguistic development in terms of fluency, accuracy and complexity
• 5.3 Discussion
• 5.3.1 Interpretation of the results of reading posttest and Hypothesis 4
• 5.3.2 Interpretation of the results of writing posttest and Hypothesis 5
• 5.3.3 The effects of production tasks on language development
• 5.4 Summary
• Chapter 6 Cognitive Processes and Cognitive Development in Output
• 6.0 Introduction
• 6.1 Analysis of think-aloud protocol
• 6.1.1 Quantitative protocol analysis
• 6.1.2 Qualitative protocol analysis
• 6.1.3 Discussion: restructuring and strategy use in writing tasks and Hypothesis 6
• 6.2 Product-based analysis /Text analysis of the compositions
• 6.2.1 Comparison of cognitive skills of comprehension group and production group in posttest
• 6.2.2 A longitudinal comparison of use of cognitive skills in compositions
• 6.2.3 Discussion: cognitive development in L2 production and Hypothesis 7
• 6.3 Summary
• Chapter 7 A Survey of Application of Output Tasks in English Curricula
• 7.0 Introduction
• 7.1 Requirements of productive skills and language use in the curricula
• 7.1.1 Requirements of productive skills and knowledge in the syllabi
• 7.1.2 The new curricula in China and English language teaching reform
• 7.2 Output tasks in textbooks
• 7.2.1 The Framework of Evaluation and comparison
• 7.2.2 Data Collection and analysis
• 7.2.3 Results
• 7.2.4. Discussion
• 7.3 The silent Chinese students in the classroom
• 7.3.1 The Mainstream EFL Style in China
• 7.3.2 Teacher Talk and students’participation pattern in English Classes:some empirical studies
• 7.3.3 The cultural explanation of silent Chinese students in American classrooms: 3 case studies
• 7.4 Output tasks in examinations
• 7.4.1 The weight of output items and language use in large-scale examinations in China
• 7.4.2 Problems found in the output tasks in the exams
• 7.5 Implications and suggestions for English curriculum design and implementation
• 7.5.1 Syllabus
• 7.5.2 Textbook
• 7.5.3 Classroom teaching
• 7.5.4 Language Tests
• 7.6 Summary of Hypothesis 8
• Chapter 8 Conclusion
• 8.0 Introduction
• 8.1 Main findings
• 8.2 Contributions of this investigation
• 8.2.1 Theoretical significance
• 8.2.1.1 A model of the roles of output in L2 acquisition process
• 8.2.1.2 Reexamining the existing theories of second language acquisition
• 8.2.2 Pedagogical implications
• 8.2.2.1 Output-oriented instruction and TBLT
• 8.2.2.2 Intervening in learners’output-processing
• 8.2.3 Methodological significance
• 8.2.3.1 Exploring the role of output in SLA with experiments
• 8.2.3.2 Think-aloud technique and text analysis approaches
• 8.3 Limitations
• 8.3.1 The purely cognitive framework
• 8.3.2 Limitations and future directions of Experiment 1
• 8.3.3 The limitations of Experiment 2
• 8.4 Recommendations for future research
• 8.4.1 Theoretical aspects
• 8.4.2 Pedagogical aspects
• References
• Appendix 1 Writing tasks
• Appendix 2 The 4 Treatment tasks and the Reading Posttest
• Appendix 3 Think-aloud Protocol of 53
• Appendix 4 Sample Compositions