CAJ | 학술논문

本文基于相关二语习得及认知心理语言学理论,运用实证研究的方法检测交际性语言练习及不同类型反馈对我国大学英语课堂学习者习得过去式的作用。研究采取＂前测-后测-延时后测＂的实验设计,将学生分为重述组、提示组和控制组,分别以口试和笔试测试学习者过去式的习得情况。结果表明,提示性反馈与交际性语言练习结合的作用比与重述性反馈与交际性语言练习结合的作用更为显著,说明提示性反馈能够引导学生注意到目标语法形式,进而显著提高学生目标语习得。
본문기우상관이어습득급인지심리어언학이론,운용실증연구적방법검측교제성어언연습급불동류형반궤대아국대학영어과당학습자습득과거식적작용。연구채취＂전측-후측-연시후측＂적실험설계,장학생분위중술조、제시조화공제조,분별이구시화필시측시학습자과거식적습득정황。결과표명,제시성반궤여교제성어언연습결합적작용비여중술성반궤여교제성어언연습결합적작용경위현저,설명제시성반궤능구인도학생주의도목표어법형식,진이현저제고학생목표어습득。
This research drew on theories of second language acquisition and cognitive theories and used empirical method to investigate effects of communicative activities together with different kinds of corrective feedback on the acquisition of past tense forms in university level EFL classes.The research adopted a ＂pre-test-post-test-delayed post-test＂ design,divided students into recast group,prompt group and control group,and measured their past tense acquisition through both oral and written tests.Results show that communicative activities together with prompts are more effective than communicative activities with recasts,indicating that prompts can guide learners to notice the target forms and therefore significantly improve participants＇ acquisition of target forms.