中國英語專業(yè)學(xué)生語法附帶習(xí)得的實(shí)證研究
發(fā)布時間：2018-10-30 20:27
【摘要】：從20世紀(jì)90年代附帶習(xí)得第一次被介紹到中國起,20多年來,附帶習(xí)得和顯性教學(xué)的學(xué)習(xí)效果的對比在中國一直是一個熱門話題。但是,以前關(guān)于附帶習(xí)得的研究多數(shù)集中在詞匯學(xué)習(xí)上；只有很少的國外學(xué)者開始研究語言學(xué)習(xí)者是否能在不被告知或沒有任何提示的情況下,也能附帶習(xí)得句子中所包含的語序規(guī)則。但是,總體來說,關(guān)于語法附帶習(xí)得的研究還是很少。本文對中國英語學(xué)習(xí)者能否附帶習(xí)得日語中的格位標(biāo)志,以及附帶習(xí)得和顯性教學(xué)哪個更有效進(jìn)行了研究。參加本研究的受試是60名中國大學(xué)的英語專業(yè)大三學(xué)生。受試被平均分成兩個組：一組接受顯性的規(guī)則講解,一組是偶然接觸到學(xué)習(xí)對象。在接受不同條件的語言訓(xùn)練后,受試接受了一項(xiàng)判斷句子語法正確與否的測試,2周和1個月以后,我們又對受試進(jìn)行了跟蹤測驗(yàn)。結(jié)果表明,中國英語學(xué)習(xí)者不僅能附帶習(xí)得日語中的格位規(guī)則,而且附帶學(xué)習(xí)的效果能持續(xù)保留。研究進(jìn)一步表明,和顯性學(xué)習(xí)相比,附帶學(xué)習(xí)的效果持續(xù)保留的時間更長。本研究給學(xué)生怎么進(jìn)行語法學(xué)習(xí)及二語語法教學(xué)提供了有益的啟示。
[Abstract]:Since the first introduction of incidental acquisition in the 1990s to China, the comparison of the effects of incidental acquisition and explicit teaching has been a hot topic in China for more than 20 years. However, most of the previous studies on incidental acquisition focused on vocabulary learning. Only a few foreign scholars have begun to study whether language learners can acquire the word order rules contained in sentences without being informed or without any hint. However, on the whole, there is little research on incidental acquisition of grammar. This paper studies whether Chinese EFL learners can acquire the locative markers in Japanese, and which is more effective in incidental acquisition or explicit teaching. The subjects of this study are 60 junior English majors in Chinese universities. The subjects were divided into two groups: one group accepted explicit rules, the other group was accidentally exposed to learning objects. After language training under different conditions, the subjects were given a test to judge the grammatical correctness of sentences. Two weeks later and one month later, we conducted a follow-up test on the subjects. The results show that Chinese EFL learners can not only acquire the case rules in Japanese, but also keep the effect of incidental learning. The study further shows that the effect of incidental learning lasts longer than that of explicit learning. This study provides some useful enlightenment on how to learn grammar and how to teach second language grammar.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319.3
，
本文編號：2301090
[Abstract]:Since the first introduction of incidental acquisition in the 1990s to China, the comparison of the effects of incidental acquisition and explicit teaching has been a hot topic in China for more than 20 years. However, most of the previous studies on incidental acquisition focused on vocabulary learning. Only a few foreign scholars have begun to study whether language learners can acquire the word order rules contained in sentences without being informed or without any hint. However, on the whole, there is little research on incidental acquisition of grammar. This paper studies whether Chinese EFL learners can acquire the locative markers in Japanese, and which is more effective in incidental acquisition or explicit teaching. The subjects of this study are 60 junior English majors in Chinese universities. The subjects were divided into two groups: one group accepted explicit rules, the other group was accidentally exposed to learning objects. After language training under different conditions, the subjects were given a test to judge the grammatical correctness of sentences. Two weeks later and one month later, we conducted a follow-up test on the subjects. The results show that Chinese EFL learners can not only acquire the case rules in Japanese, but also keep the effect of incidental learning. The study further shows that the effect of incidental learning lasts longer than that of explicit learning. This study provides some useful enlightenment on how to learn grammar and how to teach second language grammar.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319.3
，
本文編號：2301090
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