注意、意识与焦点式语言教学

论文摘要

本文试图探索焦点式语言教学对学习者有意识地注意并习得某一语言特征的促进作用。主要回答以下四个问题:1.焦点式语言教学是否促进学习者对语言形式特征的注意?2.焦点式语言教学是否促进学习者对目标语言形式的习得?3.学习者习得的程度是否与注意的水平相关?4.有哪些因素影响学习者对语言形式的注意从而影响焦点式语言教学的有效性?在第二语言习得(二语习得)研究领域,人们普遍认为在课堂语言教学中,把学习者的注意力导向语言的形式特征有助于对该形式的习得。但是,对于如何有效地引导学习者的注意力,使学习者在学习过程中兼顾语言的形式和意义,研究者的意见不尽一致。在外语教学史上,这一有争议的话题体现在教学法的演变中,不同的教学法对语言形式和规则的侧重也不同。本文第一章简单回顾了这一历史。在众多语言教学模式和理论中,Long提出的“聚焦于形”强调对语言形式的注意不应该是孤立的、脱离语境的,而应该是融入有意义的交际过程中的。在该理论指导下,研究者设计了各种教学方法和技巧(本文把这些方法和技巧统称为“焦点式语言教学”),并进行了大量的实证研究,从不同方面探索和检验它们在教学实践中的效果。第一章详细介绍了Long的理论并回顾了相关研究成果,进而分析了该理论的认知基础,同时指出学习者注意力资源的合理分配是决定焦点式语言教学有效性的关键因素。因此,本文在第二章借鉴认知心理学领域的研究成果探讨了注意力和意识在语言学习中的作用,以期进一步探索焦点式语言教学的认知原理。文章指出,注意力对于理解二语习得的各个方面都是必要的,比如对输入的选择、加工和吸收,以及对中介语系统的重构等。意识作为注意力的主观经验,其作用受到了很多研究者的质疑。但是,Schmidt提出的“注意假说”肯定了意识在语言学习中的重要作用,并指出学习者必须有意识地注意到某一特定的语言形式,才能够对该形式进行认知加工和吸收。此外,有很多研究也表明在语言习得过程中有不同层次的意识存在,而且它们对语言学习有促进作用。因此,本文认为较高水平的意识,即对语言规则的理解,在外语学

论文目录

• 声明
• 学位论文使用授权声明
• Acknowledgements
• Abstract
• 摘要
• Abbreviations
• Introduction
• Chapter 1 Focus on Form: An Integration of Form and Meaning
• 1.0 Introduction
• 1.1 Options in Formal Instruction
• 1.1.1 Focus on Forms
• 1.1.2 Focus on Meaning
• 1.1.3 Focus on Form
• 1.2 Studies on Focus-on-Form Instruction
• 1.2.1 Types of Focus-on-Form Instruction
• 1.2.1.1 Proactive vs. Reactive Focus on Form
• 1.2.1.2 Obtrusive vs. Unobtrusive Focus on Form
• 1.2.2 Effectiveness of Focus-on-Form Instruction
• 1.2.2.1 Input Enhancement
• 1.2.2.2 Recast
• 1.2.2.3 Studies on Other Pedagogical Techniques
• 1.2.3 Summary
• 1.3 Cognitive Underpinnings of Focus on Form
• 1.3.1 Cognitive Correlates of Focus on Form
• 1.3.2 Language Processing and Focus on Form
• 1.4 Conclusion
• Chapter 2 Attention, Awareness, and Focus-on-Form Instruction
• 2.0 Introduction
• 2.1 Attention and Awareness
• 2.1.1 Attention and Awareness in Cognitive Psychology
• 2.1.1.1 The Nature of Attention
• 2.1.1.2 Attention and Learning
• 2.1.1.3 Awareness and Learning
• 2.1.2 Attention and Awareness in SLA
• 2.1.2.1 The Role of Attention in L2 Learning
• 2.1.2.2 The Role of Awareness in L2 Learning
• 2.1.3 Conclusion
• 2.2 Noticing Hypothesis and SLA
• 2.2.1 Interpretations of Noticing Hypothesis
• 2.2.1.1 Schmidt’s Proposals
• 2.2.1.2 Critiques of Noticing Hypothesis
• 2.2.2 Empirical Evidence
• 2.2.3 Conclusion
• 2.3 ‘Noticing’in Focus-on-Form Instruction
• 2.3.1 What to Notice
• 2.3.1.1 Form-Meaning Connections
• 2.3.1.2 Notice the Gap
• 2.3.2 How to notice
• 2.3.2.1 Proactive Focus on Form
• 2.3.2.2 Reactive Focus on Form
• 2.4 Conclusion
• Chapter 3 An Empirical Study
• 3.0 Introduction
• 3.1 Method
• 3.1.1 The Form in Focus
• 3.1.2 Subjects
• 3.1.3 Research Design
• 3.1.4 Experimental Schedule
• 3.1.5 Treatment
• 3.1.6 Testing Instruments
• 3.1.7 Scoring and Analysis
• 3.1.8 Reformulation of Research Questions
• 3.2 Results
• 3.2.1 Test Results
• 3.2.2 Noticing Results
• 3.2.3 Comprehension of the Text
• 3.3 Discussion
• 3.3.1 Inefficiency of Mere Exposure
• 3.3.2 Saliency
• 3.3.3 Level of Awareness
• 3.3.4 Summary
• 3.4 Conclusion
• Chapter 4 Factors That Affect Noticing
• 4.0 Introduction
• 4.1 Learner Factors
• 4.1.1 Linguistic Proficiency
• 4.1.1.1 L2 Proficiency and Focus on Form
• 4.1.1.2 The Present Study
• 4.1.1.3 Conclusion
• 4.1.2 Aptitude
• 4.1.2.1 Language Aptitude Research
• 4.1.2.2 Aptitude and Focus on Form
• 4.1.2.3 Conclusion
• 4.2 Input Factors
• 4.2.1 Frequency
• 4.2.1.1 Frequency and Noticing
• 4.2.1.2 The Study
• 4.2.1.3 Conclusion
• 4.2.2 Saliency
• 4.3 Task Demands
• 4.4 Conclusion
• Chapter 5 Pedagogical Implications and Applications
• 5.0 Introduction
• 5.1 How to Focus on Form
• 5.1.1 Designing Focused Language Learning Tasks
• 5.1.1.1 Comprehension Tasks
• 5.1.1.2 Production Tasks
• 5.1.1.3 Consciousness-Raising Tasks
• 5.1.2 Providing Focused Corrective Feedback
• 5.1.3 Conclusion
• 5.2 Who Focuses on Form
• 5.2.1 Learners’Role
• 5.2.2 Teachers’Role
• 5.3 Conclusion
• Chapter 6 Conclusion
• 6.1 Major Findings
• 6.2 Limitations of the Study
• 6.3 Suggestions for Future Research
• References
• Appendices