复合式输入强化教学对英语拼读技能的提升效应

How Compound Input-Enhancement Teaching Improves Chinese Pupils’English Spelling Skills

本研究以小学四年级两个平行班的55名学生为研究对象,探讨复合式输入强化教学(输入流+文本强化+结构化输入)与单一输入流教学对小学生英语拼读技能的不同影响。5.5小时的干预结果显示,与单一输入流教学相比,复合式输入强化教学更能提高小学生的英语拼读技能、尤其是中等生的中高难度拼读技能以及后进生的中等难度拼读技能。此外,复合式输入强化教学对小学生英语阅读的流畅性也有微弱的促进效应。这表明,在干预时长足够帮助二语学习者充分理解文意的情况下,复合式输入强化教学对二语形式(如拼读)的强化并不必然削弱学习者对二语意义的理解(如阅读流畅性)。建议从初设英语课的小学阶段起,持续采用复合式输入强化进行英语拼读教学,以帮助小学生尽早适应英语重拼读的特点,实现"形式聚焦"所倡导的形、义兼顾。

The current study examines the effect of the compound input-enhancement teaching(input flood+textual enhancement+structured input)versus the single input-flood teaching on the English spelling skills of 55 Chinese fourth-graders from two parallel classes.Results show that after 5.5 hours’teaching intervention,the compound input-enhancement teaching was more conducive to L2 English spelling as compared with the single input-flood teaching.This was particularly true for intermediate-level learners’spelling skills of medium-to-high difficulty and underachievers’spelling skills with moderate degree of difficulty.Meanwhile,the compound inputenhancement teaching was marginally significant for facilitating reading fluency for the pupils as English L2 learners.This indicates that if the duration of the compound input-enhancement teaching is long enough for L2 learners to fully understand the text meaning,the acquisition of L2 forms(e.g.,spelling)would not necessarily result in the decrease of L2 meaning comprehension(e.g.,reading fluency).It is thus suggested to adopt the compound input-enhancement teaching from the outset of English classroom instruction in primary school on a long-term basis,so that Chinese pupils could develop an earlier sense of the spelling features in English,and acquire both the form and meaning under the focus-on-form instruction.