形式聚焦方式对注意及二语形式学习的影响

本研究调查了一种输入型（篇章强化）及两种输出型（单人口头产出和合作口头产出）形式聚焦方式对中国大学生英语学习者注意及学习英语过去虚拟式的影响。实验研究结果表明：1）输入型的形式聚焦方式,即篇章强化,对目标语言形式的注意和学习并无积极作用;2）输出型的形式聚焦,不论是单人口头产出还是合作口头产出,都能促进学习者对目标语言形式的注意和学习,但合作产出较单人产出并无显著优势。本文认为,纯粹的篇章强化无法有效触发注意及促进学习的主要原因是目标结构的凸显性受到了任务要求的制约;口头产出对注意和学习的促进作用则验证了＂输出假设＂,但实施合作的具体条件限制了合作口头产出促进作用的发挥。

This study investigates the effects of one input-based and two output-based focus-on-form （FonF） techniques on noticing and learning the English hypothetical conditional by Chinese college-level English learners. The input-based FonF technique under investigation is textual enhancement, and the output-based techniques are individual oral output and collaborative oral output. By employing an experimental design, the research reveals： 1 ） input-based FonF technique, namely, textual enhancement, is not effective in facilitating noticing and learning the target form; 2） output-based FonF techniques, including both individual and collaborative oral output, are effective in promoting noticing and learning the target linguistic form; the collaborative output, however, fails to show significant advantages over the individual work. The facilitative effects of pure textual enhancement on triggering attention and promoting learning are believed to be constrained by task demands. While the facilitative effects of oral output on promoting noticing and learning further testify the ＂Output Hypothesis＂, it is believed that the failure of collaborative oral output to show significant advantages over individual oral output is most likely a result of constraints by the detailed conditions under which the collaboration is conducted.