程序性记忆在口语产出中的作用——一项中外对比个案研究

The Effects of Procedural Memory on Oral Production——A comparative Case Study between Chinese High-proficiency English Speakers and Native English Speakers

以英语口语较好的中国高校学习者被试与英语母语者进行对比式个案研究,探索两者在口语产出间接引语中宾语从句时使用程序性记忆方面的异同。通过测量反应时,中国高水平英语口语学习者在本实验中流利性不及英语母语者;但受程序性记忆的影响,他们在准确性上同英语母语者相当,并会使用复杂度相似或更为复杂的句法结构。此外,在语言学习方面,中国高水平口语学习者和英语母语者倾向于使用不同类型的程序性记忆。

Motivation is an important emotional factor to influence second language learning effect. A quantitative study among 62 college English teachers was conducted and intended to investigate college English teachers＇ importance belief and their actual application of motivational strategies. Besides, a comparison was made between them. The results showed a great consistence between teachers＇ importance belief and their actual application, However, there still existed some important motivational strategies which were less frequently used in practical teaching. Those strategies had something to do with students＇ autonomy, class task, and teacher personality. The traditional teacher-centered teaching mode, exam-oriented education, poor English background and large-size class could account for teachers＇ failing to apply motivation strategies and for limiting students＇ forming and maintaining their motivation.