输入加工教学法和传统语法教学的主要效应及训练迁移效应  

Primary Effect and Transfer-of-Training Effect of Input Processing Instruction and Traditional Grammar Instruction

作　　者：冯辉[1] 张素敏[2] 

机构地区：[1]上海外国语大学校长办公室,上海200083 [2]上海理工大学外语学院,上海200093

出　　处：《外语与外语教学》2012年第4期60-65,共6页Foreign Languages and Their Teaching

基　　金：教育部人文社会科学青年基金项目"输入加工法的初始和迁移效应--语法习得的认知心理研究"(项目编号:11YJC740144);河北省社会科学基金项目"输入加工法的初始和迁移效应--语法习得的认知心理研究"(项目编号:HB11WY007)的部分研究成果

摘　　要：本文以某中学64名初中一年级学生为受试,采用句子层面的解释题和语篇层面的输出题,探讨了输入加工教学法和传统语法教学对英语第三人称单数一般现在式学习的主要效应,及对一般过去式学习的训练迁移效应。重复测量方差分析结果显示:输入加工教学法对于较难的测试材料及年龄较小的受试,同样具有显著的主要效应和一定的训练迁移效应;与不受语法教学干预的控制组相比,两种教学方法都显著有利于语法形式的学习,但二者的效应因评估材料、研究的语言项目及被试的不同而存在差异。Taking 64 junior high school first graders as partici- pants, the present study investigates the primary effect of input processing instruction on the learning of English 3rd person sin- gular present tense and the transfer-of-training effect on the learning of English simple past tense as measured by sentence- level interpretation tasks and discourse-level production tasks. Repeated measures ANOVAs reveal that for the relatively youn- ger participants input processing instruction likewise exercises significant primary effect as well as transfer-of-training effect to some extent as measured by comparatively complex assess- ments. It also reveals that compared with the control group that did not receive grammatical items instruction, input processing instruction and traditional grammar instruction are both signifi- cantly effective in grammatical items learning though their effect varies with various assessments, target linguistic items and par- ticipants.

关 键 词：输入加工教学法 主要效应 训练迁移效应 英语第三人称单数一般现在式 英语一般过去式 

分 类 号：H319[语言文字—英语]