重铸和诱导反馈条件下语言修正与形式学习的关系研究

Chinese L2 Learner’s Language Repairs in Response to Feedbacks of Recast and Elicitation and Its Relationship with the Acquisition of Target Forms

已有研究发现,互动中的反馈能够有效促进二语习得,不过对于反馈后的语言修正与语言习得之间的关系学界仍缺乏足够的了解。本文以汉语二语师生互动中的重铸和诱导反馈为例,对学习者的语言修正与形式学习的关系进行了实验研究,实验结果显示:(1)汉语二语互动中的语言修正明显有利于语言形式的学习;(2)与重铸反馈条件下由他人提供的修正相比,诱导反馈条件下学习者自己生成的修正对促进语言形式的学习具有更为持久的影响;(3)掺入修正比重复修正更有利于促进学习者中介语的发展。

This paper examines the relationship between CSL repair following interactive feedback and acquisition of target forms. It focuses on two different types of repairs in response to feedbacks of recast and elicitation. The results of post-tests show ： 1 ） that language repair in L2 Chinese interaction is obviously beneficial to the acquisition of target forms; 2 ） that, compared with those inspired by others in recast feedback, repairs by the learner himself in elicited feed- back has more lasting influence on the acquisition of target forms; and 3 ） that incorporative re- pairs are more advantageous to the development of interlanguage than repetitive repairs.