隐性反馈在英语拒绝习得中的作用  

The Effects of Implicit Feedback on L2 Refusal Acquisition

作　　者：赵永彬[1] 张冬钦[1] 

机构地区：[1]石家庄学院外语系,石家庄050035

出　　处：《石家庄学院学报》2008年第2期68-72,共5页Journal of Shijiazhuang University

基　　金：2006年河北省教育厅高校英语教学改革项目(b-15)

摘　　要：隐性反馈包括提示型反馈和重述型反馈两种类型。实验发现提示型反馈在中国学生英语拒绝能力习得中发挥着积极的推动作用,而重述型反馈在这一过程中的作用不太明显,因此英语教师在语用教学中应较多地使用提示型反馈。This study adopted a pretest-feedback-posttest-delayed-posttest design in which the prompt group, the recast group and the control group were measured by means of a written DCT questionnaire and oral Role-Play activities. The posttest results showed that prompts facilitated Chinese learners of English in acquiring refusal strategies whereas recasts were not so beneficial as them. The delayed posttest confirmed the significant effects of prompts in L2 pragmatic development and the limited role of recasts. These findings, along with Lyster＇s conclusion on implicit feedback, may suggest that English teachers should use more prompts instead of recasts while teaching pragmatic strategies like refusals.

关 键 词：提示型反馈 重述型反馈 拒绝策略 语用能力 

分 类 号：H319.3[语言文字—英语]