輸入與輸出在程序性知識建構中的作用

內容概要

　　本研究旨在探索教學環(huán)境下成人外語學習過程中，輸入與輸出對語言能力發(fā)展的作用。研究者著重從理論視角對外語習得進行探討，運用安德森（Anderson）（1983，2000，2004）的思維適應性控制理論（AdaptiveControlofThought），把第二語言能力發(fā)展界定為程序性知識逐步建構的過程。程序性知識是第二語言學習者解決各類語言任務的知識。程序性知識的建構由知識表征和知識提取的發(fā)展共同促成，通過不斷實踐（practice）來實現。陳述性知識在程序性知識建構過程中雖然起到了積極作用，但是并不能轉換成為程序性知識。　　第二語言程序性知識的建構通過輸入、輸出兩類語言實踐來成就。輸入在語言習得中不可或缺，輸入和輸出在二語習得過程中不可分割，因此本研究建立了將輸入與輸出結合起來進行考察的理論和研究框架?！　”狙芯客ㄟ^控制對比實驗考察了輸入和“輸入+輸出”語言實踐在第二語言程序性知識建構過程中的作用。實驗選取英語關系從句為目標語言項，對成人外語學習者分別進行了輸入和“輸入+輸出”兩種語言實踐的實驗處理。研究者對被試者在前測、后測和跟蹤后測中，實施理解、表達和語法判斷三類計時語言運用任務中的表現，進行組間比較和組內比較，發(fā)現被試者在陳述性知識發(fā)展基本穩(wěn)定的情況下，“輸入+輸出”組的程序性知識發(fā)展明顯優(yōu)于輸入組。實驗結果表明：輸入與輸出語言實踐的結合在輸入和輸出都有限的外語環(huán)境下的二語習得過程中必不可少。

書籍目錄

List of TablesList of FiguresAbbreviationsChapter 1 Introduction1.1 Background of the Present Study1.1.1 Status of Research into Input and Output in SLA1.1.2 Characteristics of Instructed EFL Learning1.2 Scope of the Present Study1.3 Research Methodology1.4 Significance of the Study1.5 Outline of the Dissertation1.6 Definition of the TermsChapter 2 Foreign Language Development： A Construction Process of Procedural Knowledge2.1 Introduction2.2 Language and Language Acquisition2.2.1 Modular Positions2.2.2 Non-modular Positions2.2.3 Position of the Present Study2.3 Theoretical Framework： The ACT Theory2.3.1 Declarative Knowledge and Procedural Knowledge2.3.2 Stages of Knowledge Development2.3.3 A Problem with the ACT Theory2.4 Supportive Arguments from Studies of L2 Knowledge2.4.1 Bialystoks Theory2.4.2 McLaughlins Theory2.4.3 Convergence of Anderson, Bialystok and McLaughlin2.5 Declarative Knowledge in the Development of Procedural Knowledge2.5.1 The Non-interface Positions2.5.2 The Interface Positions2.5.3 Position on the Interface Issue in the Present Study2.6 SummaryChapter 3 Input-based and Output-based L2 Learning Theories3.1 Introduction3.2 Input-based Learning Theories3.2.1 The Input Hypothesis3.2.2 The Input Processing Model and Processing Instruction3.3 Output-based Learning Theories3.3.1 Early Theories Incorporating Output into L2 Acquisition3.3.2 The Comprehensible Output Hypothesis3.4 A Preliminary Reanalysis of the Role of Input and Output3.4.1 Inseparability of Output from Input3.4.2 De Bots Speculation About Output in Proceduralization3.5 SummaryChapter 4 English Relative Clauses and Acquisition Studies4.1 Introduction4.2 English Relative Clauses4.2.1 Restrictive and Nonrestrictive English Relative Clauses4.2.2 Grammatical Description of the Restnctive Relative Clauses4.2.3 Types of Restrictive Relative Clauses in English4.3 The Noun Phrase Accessibility Hierarchy4.4 The Acquisition of English Relative Clauses4.4.1 L1 Acquisition of English Relative Clauses4.4.2 L2 Acquisition of English Relative Clauses4.5 Instructional Intervention in the Acquisition of English Relative Clauses4.5.1 Instructional Effects on L1 Acquisition4.5.2 Instructional Effects on L2 Acquisition4.6 SummaryChapter 5 Research Methodology5.1 Introduction5.2 Research Questions and Hypotheses5.3 Rationale for the Research Design5.4 Overall Design5.5 Pilot Studies5.5.1 A Case Study5.5.2 A Controlled Pilot Study5.6 Research Design5.6.1 Subjects5.6.2 Experimental Schedule5.6.3 Treatment5.6.4 Instruments5.6.5 Scoring and Analysis5.7 SummaryChapter 6 Results6.1 Introduction6.2 Examination of Pretreatment Equivalence6.3 Analysis of the Offline GJT6.4 Examination of the 12 Research Hypotheses6.4.1 Results of the Immediate Posttest6.4.2 Results of the Follow-up Posttest6.5 Further Analysis6.5.1 Effect Size Analysis6.5.2 Comparison Between the Comprehension and the Production Tasks6.5.3 Comparison Between the Online GJT and the Ofitine GJT6.6 SummaryChapter 7 Discussion and Conclusion7.1 Introduction7.2 Role of Input and Output in the Construction of Procedural Knowledge7.2.1 Role of Input and Output in Promoting Comprehension7.2.2 Role of Input and Output in Promoting Production7.2.3 Role of Input and Output in the Metalinguistic Tasks7.2.4 Role of Input and Output Rephrased7.3 Implications for L2 Pedagogy7.4 Limitations of the Present Study7.5 Directions for Further Research7.6 SummaryAppendix 1 Subjects Background QuestionnaireAppendix 2 Treatment MaterialsAppendix 3 Assessment Instruments： Set 1Appendix 4 Assessment Instruments： Set 2Appendix 5 Assessment Instruments： Set 3References

章節(jié)摘錄

　　Figure 2.1 describes Bialystoks postulation of the twodimensions of language proficiency. It is suggested that analysis andcontrol， the two components responsible for the structure and accessto mental representations develop with maturity and experience（Bialystok， 1994a： 161）. The two dimensions are continua rather thandichotomies. Experience in language learning involves practice， bothinput-based receptive practice and output-based productive practice.Knowledge develops in the direction of more explicitness （namely，from unanalyzed to analyzed knowledge）， and more fluency （namely，from low to high control）， as a result of modification of mentalrepresentation by analysis and control （Bialystok & Ryan， 1985）. Alllearners， L1 as well as L2， are thought to start from lower values ofthe two dimensions （Bialystok， 1988）. Carefully designed tasks aresaid to be possible to reveal what is unobservable in commonsituations （Bialystok， 1990）.Analysis and control are thought to be independent in the sensethat high control does not necessarily imply high analysis or viceversa. But at the same time， the two components contribute jointly tolearners proficiency development and online language processing.

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