输入条件与频次对大学生专用英语构式学习的影响

Effects of Input Conditions and Frequency on Chinese Undergraduates’ ESP Construction Learning

基于使用的语言习得观认为,语言学习由输入与频次驱动。本文运用定量和定性结合的方法考察了输入条件与频次对大学生专用英语构式学习的综合影响。80名受试被分为无增显、有增显及增显+注释三组,其中15名参加了追溯式访谈。构式知识测试采用了填空、选择以及意义解释三种形式。研究发现:(1)经过两次阅读和练习后,三种输入条件对专用英语构式学习的影响较为显著。(2)三组接触3频次和6频次后的配对样本t检验结果表明,三项测试均有显著差异。(3)高分组测试结果表明,填空与选择测试无显著差异,但意义解释测试差异显著;低分组的测试结果则相反。以上研究发现表明,输入频次与视觉增显等因素综合作用于专用英语构式的学习,不同英语水平的学习者对构式形式和意义的加工存在差异。

The main idea that usage-based approaches to language learning provides is frequency-driven learning from the input. This study aims to investigate the effects of different input conditions and frequency on Chinese undergraduates’ learning of ESP constructions by adopting both quantitative and qualitative methods. Eighty participants were divided into three groups,namely no enhancement group,enhancement group,and enhancement plus interpretation group,fifteen of whom had retrospective interviews. Three different tests of construction knowledge were used to assess gains after treatment: form recall,form recognition and interpretation. The findings show that first,three conditions led to significant gains in three tests after two rounds. Furthermore,the three test scores between three exposures and six exposures were significantly different. Finally,high-level groups performed significantly better than low-level groups in interpretation tests,while low-level groups did significantly better in the other two tests. The results indicate that input frequency and visual enhancement have a combined effect on ESP construction learning. Low proficiency learners focus more on form processing,whereas high proficiency learners process meaning more effectively.