输入与输出方式对二语习得的影响

The effect of input and output modes on L2 learning

本研究探讨输入和输出方式对二语习得的影响。实验组采用干预方式,教师对目标结构做句法解释,要求学生分析课文中的目标结构,并鼓励学生使用这些结构;而对照组则采用不干预方式,仅关注课文语义的讲解和讨论,不做结构解释与分析,也不鼓励学生使用这些结构。结果表明,对目标结构的掌握和使用,实验组进步明显,幅度显著大于对照组。本文建议教师在教学中采取积极的干预策略,帮助学生提高习得效率。

This study investigates the effect of different modes of input and output on L2 learning. Ateaching experiment was run using an experimental group and a control. For the experimentalgroup, the subjects were first exposed to input involving explicit syntactic explanations of thetarget structures that appeared in texts, then required to make syntactic analysis of thestructures, and finally encouraged to use these structures in their output. In contrast, the controlgroup were only asked to read and discuss texts for comprehension without any syntactic work.The results show that the experimental group made significant progress and outperformed thecontrol group in their knowledge of and ability to use the target structures. The findings suggestthat L2 teachers should actively intervene to raise the efficiency of L2 learning.