摘要
许多研究发现第二语言习得中仅有“可理解性输入”是不够的,所以一些研究者开始对“语言输出”产生了兴趣。同时,大量研究表明,来自语言学习者的“注意”,在语言习得中起着非常重要的作用,因此研究者们便开始寻求各种能够促进语言习得中引起“注意”的方法。在此背景下,本研究调查了外语环境下英语学习者“语言输出”和“强化性语言输入”对所考察语法点的注意和习得的潜在促进效果;研究所考察的语法点为主从复合句时态一致,其中,主句时态为一般过去时,宾语从句时态为过去完成时。本研究试图回答以下三个问题:第一,“强化性语言输入”是否能促进语言学习者对语言输入材料中所考察语法点的注意和习得;第二,“语言输出”是否能促进学习者对语言输入材料中所考察语法点的注意和习得;第三,“强化性语言输入”与“语言输出”所引起注意的效果是否一样。
本研究涉及四个实验组和一个控制组。在实验之前,所有受试者参加了一次测试,实验完成之后,他们又参加了一次事后测验。不同实验组通过对所给材料的阅读和重建来完成各自不同的任务,最后,要求受试者用中文回顾、全面理解所给材料。对受试者所得分数,运用T测试,研究分析四个实验组分别在不同的语言输出和输入条件下的差别;运用方差分析,研究两个要求语言输出组在两次语言输出过程中,时间和组间的相互作用和影响。
本研究的主要实验结果表明:第一,“语言输出”和“强化性语言输入”都能促使语言学习者注意到所考查的语法点;第二,要求“语言输出”的受试者对所考查的语法点的习得成绩高于那些只要求对文章进行阅读理解的受试者;第三,“语言输出”对所考查语法点的注意与习得所产生的效果是不同于“强化性语言输入”的效果。
As quite a few studies have found that comprehensible input is not sufficient in second language acquisition, the study of output has become the research interest of some researchers. Meanwhile, many studies have shown that attention is important in language learning, and consequently researchers have begun to seek various means to draw attention to the target form for learning to take place. Under such circumstances, the present study investigates the potentially facilitating effects of output and visual input enhancement on the noticing and acquisition of the tenses consistency/agreement of the main clause, which is in the simple past tense, and the object clause by learners of English as a foreign language. This study attempts to answer three questions: (a) Does visual input enhancement promote noticing of formal elements in the target language input and affect the subsequent learning of the form? (b) Does output promote noticing of formal elements in the target language input and affect the subsequent learning of the form? (c) Would output-induced noticing and learning be the same as that affected by visual input enhancement designed to draw learners' attention to problematic forms in the input?
The present study is a controlled experimental one with a pretest-posttest design, involving four experimental groups and one control group (N = 50; n = 10). Reconstruction and reading task are used as the vehicle of presentation of the target input materials. The experiment proceeds by following that the subjects read and understand the text; the subjects who are required to produce output reconstruct the text as accurately as possible and the subjects who are not required to produce output answer questions; and they demonstrate comprehension of the text by writing a recall summary in their L1 Chinese. The total and average scores for each of the four experimental groups in the testing instruments are calculated. T-test is carried out to analyze the differences among all the subjects in the four groups under different input-output treatment conditions while ANOVA is to analyze the effects and interaction of the two output groups during output 1 and 2.
The major findings are: (1) Both output and visual input enhancement had significant effects on the noticing of the target form in the input; (2) The subjects engaged in the output-input treatment outperformed the subjects exposed to the same input for the mere purpose of comprehension in learning gains; (3) The effect of visual input enhancement on the noticing and acquisition of the target form was not comparable to that of output.
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