高职学生在英语口语活动中注意的语言形式调查

论文摘要

本研究试图探索中国高职学校英语课堂口语活动中学生注意的语言形式。本研究的理论基础是互动假说和注意假说,实证基础是Williams(1999)和Poole(2005)的研究。通过调查中国高职学生在英语口语活动中自发注意的语言形式,对比了以英语为二语和以英语为外语的环境下学生对语言形式的自发注意情况以及在不同课型中学生对语言形式的自发注意情况。通过对学生对话中的与语言形式相关的片段(LREs)的分析发现,在不同的语言环境和教学环境下,学生注意的语言形式的数量有很大不同;都能自发地通过多种方式注意语言形式;他们对语言形式的注意都主要集中在词汇层面。但是,学生在两种不同的语言环境和教学环境下对形式的注意也存在差异。首先,学生注意语言形式的频率不一样;其次,本研究发现学生注意语言形式时经常使用查字典和自我改(修)正的方法,而在Williams(1999)和Poole(2005)的研究中,这两种方法都未提及。根据对研究结果的分析和对比,作者提出了教学建议:①在重形式教学中教师应担任的角色;②在重形式教学中注意平衡句法和词汇;③学习准备度。

论文目录

• 摘要
• Abstract
• 前言
• Chapter 1 Introduction
• 1.1 Background of the study
• 1.2 Significance of the present study
• 1.3 Organization of the thesis
• Chapter 2 Literature Review
• 2.1 Controversy over form and meaning
• 2.1.1 Focus on forms
• 2.1.2 Focus on meaning
• 2.1.3 Focus on form
• 2.2 Focus on form instruction: An overview
• 2.2.1 Interpretations of focus on form
• 2.2.2 Theoretical underpinnings of focus on form instruction
• 2.2.2.1 The Interaction Hypothesis
• 2.2.2.2 The Noticing Hypothesis
• 2.2.3 Empirical studies on focus on form
• 2.2.3.1 Studies on planned vs. incidental focus on form
• 2.2.3.2 Studies on reactive vs. pre-emptive focus on form
• 2.2.3.3 Studies on focus on form instruction at home
• Chapter 3 The Present Study
• 3.1 Research purpose and research questions
• 3.2 Participants
• 3.3 A brief introduction of input materials
• 3.4 Data collection and data analysis
• Chapter 4 Results and Pedagogical Implications
• 4.1 Results and Discussion
• 4.1.1 Do groups significantly differ in terms of the number of forms they attend to? Does gender have any influence on the results?
• 4.1.2 What language forms do learners most commonly address in speaking activities?
• 4.1.3 In what ways do learners address forms?
• 4.1.4 What do the forms consist of in terms of their content?
• 4.2 Pedagogical implications
• 4.2.1 The role of teachers in FonF instruction
• 4.2.2 Balance vocabulary and morphosyntax in FonF instruction
• 4.2.3 Learning readiness
• Chapter 5 Conclusion
• 5.1 Limitations of the study
• 5.2 Suggestions for future research
• References
• Acknowledgements
• Appendices