低水平英语学习者冠词选择以及教学影响研究

Article Choice of Low-Level EFL Learners and Effects of Instruction to Their Acquisition

从我国农村初级中学的低水平英语学习者的角度出发,以验证Ionin等人(2004)的"语义波动假说",同时汲取Robinson(1996)的两项教学模式,以观察显性教学与隐性教学模式对于该层次的学习者冠词学习的影响。甘肃省古浪县古丰初级中学89名学生参与本次研究,所采用的研究工具为Ionin(2008)的诱发性任务。结果显示,对于该层次的英语学习者来说,冠词使用错误率很高,但是他们冠词的使用并不遵循波动假说和定向性,原因可能是受到输入、母语迁移以及语言对应词使用频率的影响。同时显性教学和隐性教学对于被试的冠词习得没有显著的影响,而显性教学甚至降低了他们的冠词正确使用率。另外,显性教学和隐性教学在教学效果上也没有显著的差异。究其原因,可能主要是由于冠词本身的复杂性,中介语系统的稳定性以及显性和隐性教学的界限不清所造成。

The present study attempts to add empirical evidence to “Fluctuation Hypothesis” by taking the low-level English learn-ers in Chinese rural areas as subjects. In addition, two different instructional models deriving from Robinson (1996) are adopted to in-vestigate their influence on the learners’ article use. It is found that Chinese low-level English learners show a high error rate in their ar-ticle use in no accordance with the prediction of FH, which partly accords with the former similar researches. The explanation covers L2 input, L1 transfer and Use frequency. Meanwhile, No significant effect of the instructional models is detected to bear on participants’ ar-ticle use and no significant differences are found between the two models. The possible reasons discussed involve stability of interlanguage system and an unclear distinction between explicit and implicit instruction.