“续”中促学变量对英语过去时-ed习得的影响

Effects of Learning Variables in Xu on the Acquisition of Regular Past Tense-ed

“续”促学效应研究以定量居多,较少定性探究“续”促学过程。本文报告一项个案质性研究,借助听后续说任务,以互动受益程度不同的学习者为受试,分析其语言片断,考察两个“续”中促学变量(协同和注意聚焦)对英语过去时-ed习得的影响。研究结果显示:1)-ed习得的快慢决定于互动过程中非语言协同是否伴随着语言协同;2)-ed习得快的学习者会在模仿基础上创造性地续用语言,习得慢的则不会;3)-ed习得快的学习者注意聚焦意义和语言形式,习得慢的注意聚焦意义和关键词;4)协同和注意聚焦差异与学习者主观能动性密切相关。简言之,协同和注意聚焦的激活程度受学习者语言使用主观能动性影响。

The learning effects ofXu have been extensively validated by quantitative studies,with significantly less amount of qualitative research probing into the process in which Xu facilitates language learning. This study reported on a case study investigating how two Xu variables,i. e. alignment and attention focus, influenced the acquisition of the English regular past tense morpheme -ed. Subjects were two L2 learners of English with one benefiting more from interpersonal interaction and the other benefiting less in a listening-to-speak task. An analysis of their interaction language episodes yielded the following results: 1) efficiency of acquiring the-ed form depended largely on the contingency of nonlinguistic alignment upon linguistic alignment;2) the faster acquirer tended to extend the use of the linguistic target creatively on the basis of imitation whereas the slower one would not;3) the faster acquirer paid attention to both meaning and form while the slower one to only meaning and key words;4) these differences in alignment and attention focus were closely associated with learners' agency. In short,the degree to which alignment and attention focus were activated hinged on learners' agency to use the L2.