读后续写对不同难度关系从句习得的影响研究

Effects of the Continuation Task on EFL Learners' Acquisition of English Relative Clauses

关系从句历来都是语言学各领域研究的重点和核心。本实证研究将读后续写引入关系从句习得领域,考察相对于概要写作,读后续写对中国EFL学习者不同难度等级关系从句习得的促学作用。被试为64名非英语专业大一学生,他们被随机分为两组,完成不同的实验任务:概要写作和读后续写。任务完成后,两组被试分别完成英语命题作文以及两周之后的延时测验。结果显示:1.对于促进难度较高(SS/SO型)关系从句习得而言,读后续写与概要写作这两种任务无显著差别,促学效果相当。2.与概要写作相比,读后续写任务能更好地促进难度较低(OS/OO型)关系从句的习得,表现为后测和延时后测中读后续写组关系从句产出量大幅度提高,呈现出显著促学效应。根据"互动协同"理论对这些发现进行了讨论,并提出了未来研究的方向。

English relative clauses acquisition has always been a research focus in the second language acquisition. The presentempirical study aims to probe whether and to what extent continuation task can enhance and promate the acquisition of relative clauses.Based on the Perceptual Difficulty Hypothesis （PDH）, which predicts the accessibility of different relative clauses, 64 Chinese EFLlearners are divided into two groups： a continuation group and a summary group. Both are required to complete a composition with assigned subject after three-week treatments and two weeks later to measure participants＇ output of the target language. The results showthat： 1） Both tasks can facilitate relative clauses learning, however, though no significant differences are found in the acquisition of SS / SO. 2） Continuation group outperforms the summary task, especially in terms of production of OS / OO. It is therefore concludedthat continuation task plays a better role to improve EFL Learners＇ acquisition of English relative clauses than summary group.