重述与学习者即时回答研究

A Study of Recasts and Learner Uptake

近年来,研究者提出重述在显性程度上存在差异,这意味着重述需要细化分类;而现存重述分类尚存在一定局限性。为了了解国内外语课堂教师重述及其影响,本文重新构建了重述分类框架,并对3名大学英语教师课堂中的重述及学习者即时回答现象进行了考察。研究发现,课堂教师使用的重述有五种类型,其中大部分为无语用特征的陈述句,而陈述句式孤立重述能够更有效地引发学习者的修补。这说明不同特点的重述能够引发不同类型的学习者回答,并因此对习得产生不同的促进作用。

In recent years, some researchers propose that recasts may differ in explicitness, which suggests that recasts need fine-grained classification. However, the existing classification of recasts has shown some limitations. In order to understand recasts and their corresponding effects in foreign language classroom setting in China, this study builds a new classification framework for recasts, within which it investigated three teachers＇ recasts in college English classrooms and analyzed the uptake after the recast. Results indicated that five types of teacher recasts were found, and most of them were declarative sentences with no pragmatic features. Also, isolated declarative recasts were more effective in eliciting learner repair. These indicate that the characteristics of the recast may elicit various types of learner uptake, which in turn facilitates language acquisition differently.