64 FLLTP 2014 2 口头反馈对中国学习者英语冠词和 * 介词习得效果研究 / 张凯 王同顺 本研究借鉴口头反馈的研究范式来检验纠错反馈对书面语法形式习得的效果, 采用描述图片差 异的任务, 以 互动假说 为理论框架, 考察中国英语学习者在书面写作中口头纠错反馈对冠词和介词的习得 效果, 探讨互动理论下书面写作结合口头反馈的有效性结果表明澄清请求加元语言反馈的效果优于其他两 种类型的反馈 ( 直接反馈 提示加直接反馈 ), 验证了冠词和介词两类语法知识具有不同的认知属性 反馈 ; 口头纠错 ; 互动 ; 知识类型 1. Long 1996 Gass & Mackey 2007 Gass & Mackey 2007 Long 1996 negotiation of meaning Nassaji et al 2011 Ramirez 2005 293 Mackey 2012 This is first mentioned Nassaji et al 2011 2. 2. 1 互动反馈与二语习得 2. 2 互动反馈与二语写作 Mackey et al 2003 et al 2012 et al 2007 2007 Pica 1994 Mackey 1995 1999 * 作者衷心感谢匿名审稿专家提出的宝贵建议本文是 2012 山东省高校人文社科项目 认知心理学视角的翻译过程实证研究 ( J12WE79) 及 2013 山东省社科规划项目 多模态交际环境下大学生英语综合写作能力评估研究 ( 13DWXZ02) 的阶段成果
FLLTP 2014 2 65 Conrad & Goldstein 1999 Goldstein & Conrad 1990 1 2 3 2006 3. 3 2. 3 语法形式与二语习得 3. 1 被试 Jeon 2007 36 18 Long 2007. Mackey et al 2012 Bitchener Young & Cameron 2005 F = 0. 78 p > 0. 05 Ferris 1999 Bitchener et al 2005 3. 2 实验设计 rule - based1 exemplar - based 1 a the...... his hand. First mentioned No. In Picture 3A a man has a bag in his hand. 2 2 Celce - Murcia & Larsen - Freeman 1999 2 A B In Picture 3A the man has a bag in On the middle of Picture 3A the 2003 house has a door on the right. XX what s your suggestion
66 FLLTP 2014 2... I should replace on in on the right with in. 3A......... in the middle of Picture 3 B 30 3 Beside the bench a person with cap is driving a trailer. XX Can you try and give corrections for this sentence Beside the bench the person with cap is driving a trailer. a person with what is driving a trailer the... a person with... this is first mentioned. a cap ah yes. A B A 3. 4 评分标准 1 0 28 14 14 28 0. 5 4. 30 SPSS A 622 45% 32% 23% B 525 31% 38% 31% 3. 3 测试阶段 1 1. 29. 9% 28. 4% 50. 3% 47. 3% 47. 5% 49. 9% 44. 4% 47. 8% 66. 4% 84. 3% 40% 54. 8% = 34. 344 p < 0. 01 2. 185 p =. 912 > 0. 05 2 F 2
FLLTP 2014 2 67 2. F p Pillai's Trace. 841 34. 344 2. 000 13. 000. 000 Pillai's Trace. 045. 303 2. 000 13. 000. 743 F 2 =. 303 p > 0. 05 3 2. 675 p =. 263 > 0. 05 4. 1. 三种反馈形式对冠词介词的影响 2 3 3.. 292. 046. 488. 035. 487. 053. 458. 026. 753. 035. 474. 035 3 4 4. p p 3 / 1. 461. 054. 000 -. 014. 056. 808 3 / 2. 266. 056. 000. 016. 046. 735 2 / 1. 194. 060. 000 -. 030. 038. 455 1 2 3 4. 461. 054 p < 0. 01. 266. 056 p < 0. 01. 194. 060 p < 0. 01 Bitchener et al. 2005 -. 014. 038 p > 0. 05 F 2 48 = 4. 42 p < 0. 05. ANOVA 016. 046 p > 0. 05 4. 2 即时和延迟后测对三种反馈方式的影响 -. 030. 038 p > 0. 05 5
68 FLLTP 2014 2 5. F p * Pillai's Trace. 887 51. 195a 2. 000 13. 000. 000 * Pillai's Trace. 619 10. 558a 2. 000 13. 000. 002 0. 05 - F = 15. 553 p < 0. 01 51. 195 p < 0. 01-6 F = 40. 576 p < 0. 01 10. 558 p < 6.. 480. 029. 448. 018. 542. 033. 499. 018 6 54% 40%. 062 F =. 008 p < 0. 01. 050 F =. 009 p < 0. 01 1 2 5. 5. 1 不同反馈类型对语法形式的影响效果 1. Schulz 1996 2. Ellis 2008 30% 28% 66% 84% 50% 47%
FLLTP 2014 2 69 5. 2 不同语法形式对反馈处理的影响 5. 3 不同反馈对学习者语法能力发展的影响 Ferris 1999 Bitchener et al 2005 10 rule - based 5. 4 教学启示 exemplar - based form - focused instruction...... DeKeyser 1995 Ellis 2008 Mackey 2012
70 FLLTP 2014 2 Long M. H. 1996. The role of linguistic environment in Gass et al 2007 second language acquisition. In Ritche C. & Bhatia T. K. eds.. Second Language Acquisition. NY Academic Press. Long M. H. 2007. Second and foreign language education. In K. Van den Branden et al eds.. Tasks in a Pedagogical Context. Cleveland Multilingual Matters. 6. - - Mackey A. 1995. Stepping Up the Pace input interaction and second language development. Unpublished PhD dis- University of Sydney Australia. sertation. Mackey A. 1999. Input interaction and second language development an empirical study of question formation in ESL. Studies in Second Language Acquisition. 4 pp557-587. Mackey A. Oliver R. & Leeman J. 2003. Interactional input and the incorporation of feedback An exploration of Ns - NNs and NS - NNS adult and child dyads. Language Learning. 53 35-66. Mackey A. 2012. Input Interaction and Corrective Feedback in L2 Learning. Oxford OUP. Mackey A. et al. 2012. Interactional Approach. In Gass M. & Mackey A. eds.. The Routledge Handbook of Second Language Acquisition. NY Routledge. Nassaji H. & Fotos F. 2011. Teaching Grammar in Second Language Classrooms Integrating Form - Focused Instruction in Communicative Context. New York Taylor & Francis. Pica T. 1994. Research on negotiation What does it reveal Bitchener J. Young S. & Cameron D. 2005. The about second - language learning conditions processes effect of different types of corrective feedback on ESL and outcomes Language Learning. 44 pp493-527. student writing. Journal of Second Language Writing. 14 Schulz R. 1996. Focus on form in the foreign language pp191-205. classroom Students and teachers views on error correction and the role of grammar. Foreign Language Annals. Celce - Murcia M. & Larsen - Freeman D. 1999. The Grammar Book An ESL /EFL Teacher s Course 2nd 29 pp343-364. ed.. Boston MA Heinle & Heinle. 2002 Conrad S. M. L & Goldstein L. M. 1999. ESL student revision after teacher - written comments text contexts and 2007 individuals. Journal of Second Language Writing. 8 pp147 2-180. 2007 DeKeyser R. 1995. Learning second language grammar 5 rules an experiment with a miniature linguistic system. 2012 Studies in Second Language Acquisition. 17 pp379-410. 6 Ellis R. 2008. The Study of Second Language Acquisition. 2006 NY Oxford University Press. Gass S. & Mackey A. 2007. Input interaction and output in second language acquisition. In VanPatten & Williams eds.. Theories in Second Language Acquisition. Mahwah Lawrence Erlbaum Associations. 200240 800 30 407
96 FLLTP 2014 2 examined separately but there is no statistically significant difference in the Introduction Sections. With the exception of attribution no statistically significant difference is found between the two groups in the frequency of three of the four sub-categories of hedges namely adaptor rounder and plausibility. Parts of speech of the hedges are examined and lexical and auxiliary verbs are identified as the most frequently used in the two corpora and nouns as the least. It is also found that a large number of most frequently used hedges in the articles by both Chinese and native scholars overlap but many of them differ remarkably in frequency and how they are used and some are even used by the mainland Chinese scholars incorrectly or in wrong registers. Key Words hedges scientific RA corpus mainland Chinese scholars native English scholars Principles for primary and secondary school English textbook development by HAN Baocheng Abstract In primary and secondary school English classrooms textbooks remain a major source of input and a guidebook for teacher's instruction. Since the English curriculum reform for basic education was put into effect in 2001 many sets of English textbooks have been put into use. However the findings of the present survey suggest that most teachers of English hold fairly negative view on the textbooks they are using. They complained that these textbooks do not hold students' interest nor do they offer a variety of useful information. Most texts are unrelated and do not finally form a coherent whole. This paper discusses these problems and puts forward three guiding principles concerning material selection for EFL textbook development. Key words English textbook curriculum reform survey textbook development principles of material selection Effects of oral CF on Chinese learners' acquisition of English articles and prepositions by ZHANG Kai & WANG Tongshun Abstract This study has borrowed the paradigm of oral CF to examine the effects of CF on the acquisition of grammatical forms in writing. Based on the " Interaction approach" it examined Chinese EFL learners' acquisition of English articles and prepositions with the task of spotting picture differences so as to explore the effects of integrating oral CF into writing. The results show that clarification request plus metalinguistic feedback is more effective than the other two types of oral CF direct correction prompt plus direct correctionand meanwhile indicate that English articles and prepositions have various cognitive properties. Key words feedback oral corrective feedback interaction knowledge category An empirical study of the predictability of the Vocabulary Size Test on language proficiency by WANG Ziying Abstract Vocabulary plays an important role in language learning. This paper aims to study the predictability of the Vocabulary Size Test VST on language proficiency by looking into the correlation between the vocabulary of non-english majors and their scores of College English Tests CET-4 and CET-6. The study shows that vocabulary size is significantly related to CET-4 but not associated much with CET-6. It may be a warning for the non-english majors and their teachers who focus much on breadth and reception of vocabulary knowledge while attaching little importance to depth and production of vocabulary knowledge. The authentic disseminator of cultures On the translation by Mr. GE Baoquan from the perspective of precedent phenomena by LI Chang Abstract The precedent phenomenon as part of language culture phenomena constitutes the foundation of national culture cognition and its characteristics of nationality socialization and concealment are the major obstacle for understanding and disseminating during the translation. Mr. GE Baoquan the well-known researcher for foreign literature translator and cultural activist