摘要
为探究重铸与提示对学习者英语复合词重音感知的影响,挑选60名英语专业大二学生作为被试,随机分成重铸组、提示组和控制组,每组20人,采用"前测-后测-延迟后测"的实验设计进行研究。研究结果显示:在交际型课堂教学环境下,重铸与提示都对英语复合词重音感知具有促进作用,反馈效果得到持续保留,且有助于强化学习者的重音规则概化能力;提示对重音感知习得的效果显著优于重铸,交际教学与提示结合的干预方式对复合词重音习得的促进效果最明显。
As the foundation of intonation and rhythm structure,lexical stress is one of the suprasegmental skills which are difficult to master for English learners.This study takes the design of pre-test,post-test and delay-post-test to examine 60 English majors’perception of English compounds stress placement,aiming to explore the effects of recast and prompts on perception of lexical stress.Comparing results of two experimental groups and one control group,this study proves the positive effects of combination of corrective feedback and communicative language practice tasks.In addition,the effect of prompts is significantly better than recast.
作者
姚尧
Yao Yao(School of Foreign Languages,Changsha University of Science and Technology,Changsha 410114;School of Foreign Languages,Hunan University,Changsha 410082,China)
出处
《当代教育理论与实践》
2019年第2期136-141,共6页
Theory and Practice of Contemporary Education
基金
湖南省教育厅一般项目(15C0059)
长沙理工大学教改一般项目(JG1677)
