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学界关于重铸是否可以促进第二语言习得存在分歧,而学习者的感知和语言学习间又可能存在关联。因此本研究试图探究学习者在感知重铸上的差异是否会导致语言学习的差异。研究采用前测-后测-延时后测的实验设计考察研究对象对于英语过去时的掌握以及运用,研究对象对于重铸的感知则通过刺激回忆进行探测。实验结果表明:研究对象的感知对他们在图片描述测试中所展示的语言发展有显著作用;涉及学习者感知的交互作用对他们在口头模仿测试中展示的语言发展有显著影响。但是研究对象的感知在语法判断测试中没有显现任何效果。学习者对于重铸的感知似乎可以影响他们之后的口语语言发展,鉴于第二语言习得的复杂过程和动态变化,这种感知所引发的学习还需要进一步的实证研究才能加以定论。
There is a disagreement on whether recasting can promote second language acquisition, and there may be a correlation between learners’ perception and language learning. Therefore, this study attempts to explore whether learners’ differences in perceived recasting lead to differences in language learning. The study used the pre-test-post-test-post-test study to examine the mastery and application of the subject’s past tense in English. The perception of the subject for re-casting was detected by stimulating memory. The experimental results show that the perceived subjects have a significant effect on the language development they demonstrate in the picture description test; the interaction involving learner perception has a significant impact on the language development they exhibit in the oral mock test. However, the perception of subjects did not show any effect in the grammar test. Learners’ perception of recasting seems to influence the development of colloquial language after them. In view of the complicated process and the dynamic changes of SLA, the learning triggered by this kind of perception still needs further empirical research to be concluded.