注意在二语动名词搭配习得中的作用

Effects of attention on second language acquisition of verb-noun collocations

本文旨在研究在习得二语动词搭配特征中注意的作用,以及这一作用是否受搭配模式的复杂程度和学生二语综合水平的影响。94名正在修大学英语二级或四级课程的学生被分配到以下某一实验小组中:1)阅读组(阅读包含目标动词的文章);2)背诵组(阅读包含目标词的文章并背诵目标词组,即目标动词及其搭配名词的组合);3)规律组(阅读包含目标词的文章并学习其搭配规律);4)规律加反例组(阅读包含目标词的文章并学习其搭配规律和反例)。在连续三天的学习之后,受试接受测试和问卷调查。结果表明,规律组以及规律加反例组对于目标词的搭配特征掌握最好,而阅读组的学习效果最差。另外,注意和搭配复杂度之间没有显著的交互作用,但是注意的效果受学生综合水平的影响。

This study aims to investigate how the acquisition of a verb's collocational features is influenced by different levels of attention and whether the effect of attention is mediated by collocational complexity and proficiency level.Ninety-four university students enrolled in English 2nd-or 4th-level courses were assigned to one of the following conditions:(1)semantic processing(reading passages containing the target verbs);(2)memorization for recall(reading passages containing the target verbs and reciting the target verb-noun phrases);(3)rule given(reading passages containing the target verbs and learning their collocational rules);(4)rule given plus negative evidence(reading passages containing the target verbs,learning their collocational rules,and studying negative evidence).After a three-day treatment,the subjects took a test and an exit questionnaire.The results showed that the rule given and the rule given plus negative evidence groups excelled in acquiring the collocational features of the target verbs,and the semantic processing group gained the least.A significant interaction between attention and collocational complexity was not detected,but an interaction between attention and proficiency level did emerge.