教学模式和频率对中国学生习得语音准确性的影响

Effects of Explict/Implict Instruction and Frequency on Pronunciation Accuracy of Chinese EFL Learners

本研究以40名高一学生为研究对象,探究显性/隐性教学和频次效应在不同复杂度语音任务中对习得准确性的影响。研究发现:1)教学方式与输出频次在高/低复杂度语音任务中的提高效果表现出差异性,但两者之间不存在交互作用;2)显性教学在高/低复杂度语音任务中的提高效果都要优于隐性教学;3)输出频次只在低复杂度语音任务中存在主效应,高频次输出对学习者语音准确性的提高作用要比低频次输出更明显。结果表明,学习者在认知资源不足的情况下,显性教学对语音习得准确性的提高效果更明显,而频次效应的促进作用需要以识别目标结构为前提。

By taking 40 Grade Ten students as participants, this study attempts to explore the effects of explict/implict instruction and frequency effects on their pronunciation accuracy based on task complexity. The results are as follows： 1） the teaching method and the output frequency in high/low complexity speech tasks showed different improvement effects, but there was no interaction effect between them; 2） the dominant effect of explicit instruction was better than that of implicit instruction on both high and low complexity tasks; 3） the output frequency had main effect only on the low complexity task and the high frequency output outperformed the low frequency output to improve learners＇ pronunciation accuracy. The results reveal that, with the shortage of their cognitive resource, explicit instruction plays a more important role in improving learners＇ pronunciation accuracy and the effect of frequency works only when the target structure is identified.