注意假设理论对语用教学解释力的实证研究

An Empirical Study of the Explanatory Power of Noticing Hypothesis to Pragmatic Instructions

有关语用教学前后英语专业学生对话语标记语well语用功能理解和使用变化情况的实证研究旨在验证注意假设理论在语用教学领域的解释力。研究采用调查问卷和语料库文本分析的方法,以t检验、卡方检验和相关分析为统计方法。52人为明示教学组,52人为暗示教学组,参与了为期六个月的前测、后测和延迟后测。结果表明,学生在接受语用教学后,能够很好地理解并恰当使用话语标记语well的语用功能;明示好于暗示教学效果且明示组的理解情况与使用情况呈现高度相关;学习者在接受语用教学三个月后仍能很好地掌握标记语well的语用功能。研究证明,注意假设为课堂语用习得研究和解释研究结果提供了有力的理论依据。

The empirical study is to testify the explanatory power of Noticing Hypothesis to pragmatic instructions through a questionaire-based measurement of their receptive knowledge together with a corpus analysis of their actual use of the discourse marker well before and after the pragmatic instructions. T-test, chi-square test and correlation analysis are used for analyzing the data. 104 participants from two intact groups participate in the study, 52 in explicit group and 52 in implicit group. Pretest, posttest and delayed posttest are carried out within six months to obtain the scores. The results show that the participants can learn well and use appropriately the pragmatic functions of the discourse marker well after the pragmatic instructions. The explicit instruction is better than the implicit instruction and the correlation between the understanding and the actual using of the discourse marker well is very high within the explicit group. The participants can even retain good understanding and using of its functions three months after the instructions. The study demonstrates that Noticing Hypothesis offers a firm basis for the studies of L2 pragmatic instructions.