外语环境下基于任务的意义协商的实证研究

论文摘要

根据互动理论,交互作用,特别是在有意义协商时有助于二语习得。Pica （1985）的研究发现任务能够提供意义协商的机会,通过协商学习者可以澄清不熟悉的输入、获得可理解的反馈、并能关注语言形式。但绝大多数研究均以T-unit和C-unit为单位切分话语,且意义协商的界定也不包含话语重铸。本研究中意义协商的界定不仅包括核实理解语、澄清理解语、理解检查语,还有话语重铸并采用Foster（2000）提出的话语分析单位（AS-unit）,主要探究了大学英语课堂上学生在完成交际任务过程中出现交际困难时进行意义协商和修正输出的频率,并研究了在不同类型的任务中学生意义协商的量是否有显著性差异,任务难度和意义协商的量是否具有相关性。研究的受试是西北师范大学一个班级的48名同学。实验中采用了有信息差和无信息差的两种不同类型的任务,每项任务都是在两人一组间完成。在受试完成交际任务的过程中对他们的会话进行了录音,然后对录音进行了转写、编码、统计获得实验数据。在每一项任务结束后立即要求受试完成一份测试该任务难度的问卷。采用SPSS 13.0对数据进行了分析。实验结果表明,在大学外语课堂上当学生在交际中遇到理解困难时进行了意义协商,并修正语言输出作为回应。配对样本T检验结果表明学习者进行意义协商的总量在有信息差的任务和无信息差的任务中有显著性差异。并且在有信息差的任务和无信息差的任务中学习者所采用的意义协商策略—核实理解语、澄清理解语也有显著性差异。Pearson相关系数检验结果表明任务难度与意义协商只呈现部分的负相关—反应任务难度的动机和信心只与意义协商策略中的核实理解语、澄清理解语呈现负相关。本研究结果启示我们在外语教学中要重视外语环境下学习者进行意义协商的交互作用,并选择合适类型的任务以增加意义协商的机会。

论文目录

• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 Objective of the Study
• 1.3 Significance of the Study
• 1.4 Research Questions
• 1.5 Outline of the Thesis
• Chapter 2 Literature Review
• 2.1 Concept, Model and the Role of Negotiation of Meaning
• 2.1.1 Concept of Negotiation of Meaning
• 2.1.2 Model of Negotiation of Meaning
• 2.1.3 The Role of Negotiation of Meaning in Second Language Acquisition
• 2.2 Research of the Effect of Interactional Environment on the Amount of Negotiation of Meaning
• 2.2.1 Introduction
• 2.2.2 Researches Abroad
• 2.2.3 Researches at Home
• Chapter 3 Theoretical Framework
• 3.1 Input, Output, and Interaction
• 3.1.1 The Input Hypothesis
• 3.1.2 The Output Hypothesis
• 3.1.3 The Interaction Hypothesis
• 3.2 Information Processing
• 3.3 Tasks in Second Language Acquisition
• 3.3.1 Definition of Tasks
• 3.3.2 Task Types
• 3.3.3 The Cognitive Difficulty of Tasks
• 3.3.4 The Role of Tasks in Second Language Acquisition
• Chapter 4 Methodology
• 4.1 Research Questions
• 4.2 Subjects
• 4.3 Instruments
• 4.4 Procedure of the Study
• 4.4.1 Designing Tasks of Different Types
• 4.4.2 Audio-recording
• 4.4.3 Transcribing and Segmenting
• 4.4.4 Coding
• Chapter 5 Data Analysis and Results
• 5.1 Results for the Frequency of Negotiation of Meaning and Modified Output
• 5.1.1 Results for the Frequency of Negotiation of Meaning
• 5.1.2 Results for the Frequency of Modified Output
• 5.2 Results for the Effect of Task Types on the Amount of Negotiation of Meaning
• 5.2.1 Results for the Effect of Task Types on Total Amount of Negotiation of Meaning
• 5.2.2 Results for the Effect of Task Types on the Amount of Negotiation of Meaning by Types
• 5.3 Results for the Correlation of Task Difficulty with the Quantity of Negotiation of Meaning
• 5.3.1 Results for the Perception of Task Difficulty
• 5.3.2 Results for the Correlation of Task Difficulty with the Quantity of Negotiation of Meaning
• Chapter 6 Discussion and Conclusion
• 6.1 Discussion of the Results
• 6.1.1 Discussion of the Results for the Frequency of Negotiation of Meaning and Modified Output
• 6.1.2 Discussion of the Resuls for the Effect of Task Types on the Amount of Negotiation of Meaning
• 6.1.3 Discussion of the Results for the Correlation of Task Difficulty with the Quantity of Negotiation of Meaning
• 6.2 Major Findings of the Study
• 6.3 Implications of the Study
• 6.4 Limitations of the Study
• References
• AppendixⅠ
• AppendixⅡ
• Appendix Ⅲ
• Appendix Ⅳ
• Acknowledgements