输出任务下的注意分配与语言习得

Effect of Pushed Output Task on Noticing and L2 Development

依据Wickens的"多重资源理论"和Swain的"输出的注意功能",通过设置文本重构任务,探讨其对形式注意(过去虚拟式)、语篇理解乃至目标形式习得的影响。实证研究结果表明:实验组能够注意到较多的目标形式,不过受听力输入模式的限制,绝大多数受试只注意到目标结构中的零散单词,而非完整的句法形式;实验组能够较多地理解语篇信息,也能够在输出任务中有意识地尝试使用与目标语法相近的形式或准确使用目标语法。

Based on the＇multiple-resource theory＇promoted by Wickens and Swain＇s＇ noticing function of output＇,this study learns to design a multi-stage text reconstruction task and intends to explore its effects of learners＇ noticing of the target form-past hypothetical conditional,their text comprehension and their development in subsequent production.Results reveal that compared with control group（CG：-output）who answered comprehension extension questions,the experimental group（EG：＋output）engaged in the text reconstruction task 1）notice more the target form,although many participants tend to notice isolated items that compose the target form instead of the complete structure itself;2）grasp more information of the text 3）attempt to use the target or target-like forms in their subsequent production.