中国英语学习者的诱导式模仿研究

Elicited imitation among Chinese EFL learners

本研究采用定量和定性研究方法,调查中国英语学习者在诱导式模仿中语言知识运用的特点。通过交叉验证和有刺激回忆,探究了中国英语学习者在完成诱导式模仿过程中运用的第二语言知识的性质。结果发现,诱导式模仿的结果和用隐性语法知识测量工具以及显性语法知识测量工具所获得的结果之间都呈现一定的相关度。有刺激回忆显示,被试在该语言任务诱发下,并非完全依赖自身的隐性语言知识,显性语法知识对产出起到监控和完善作用。如果把隐性语法知识和显性语法知识看作并行存在、并行使用的知识体系,那么现有的诱导式模仿虽然很可能激发外语学习者隐性语法知识的运用,但是不能完全排除显性语法知识的作用。

Elicited imitation (EI) has been frequently referred to as a successful instrument for second language implicit knowledge.This study aims to determine,both quantitatively and qualitatively,what EI elicits among Chinese EFL learners.It was found that our subjects corrected grammatically incorrect sentences in their imitation and that their correction strongly correlated with their production of grammatically correct sentences,which suggests that EI triggers active processing.It was further assayed through cross-validation what EI elicits.EI results correlated with both the instrument to tap implicit knowledge and that to tap explicit knowledge.Stimulated recall revealed that our subjects did not rely solely on their implicit knowledge.Explicit knowledge was retrieved to monitor and improve their production.If explicit knowledge and implicit knowledge are stored and employed in parallel among Chinese EFL learners,it is likely that EI does not elicit pure implicit knowledge among them.