输入与输出对目标语形式习得的影响研究——以英语过去虚拟条件句的习得为例  

The Effect of Input and Output on Learning Target Grammatical Form:A Study with Special Reference to the Learning of English Past Counterfactual Conditionals

作　　者：薛常明[1] 周娟[1] 

机构地区：[1]福建师范大学,福建福州350007

出　　处：《广东外语外贸大学学报》2012年第6期44-47,共4页Journal of Guangdong University of Foreign Studies

摘　　要：输入与输出是二语习得过程中两个最重要的组成部分,二者在二语语言形式习得过程中的不同作用引起研究者的广泛关注。本研究在Krashen(1985)的输入假说和Swain(1985)的输出假说的理论框架下,设计了两种学习任务,即基于输入的理解任务和基于输出的重构任务,通过实际教学实验检测了输入与输出在中国非英语专业大学生习得英语过去虚拟条件句过程中的作用和影响。经过前测—后测—延期后测的测验方法收集实验数据,采用统计软件SPSS17.0对数据进行统计分析,结果发现:(1)增加一定量的含有英语过去虚拟条件句的输入并不一定能产生更好的学习效果;(2)面对同质同量的输入材料,重构任务并没有比理解任务更好地促进学习者对英语过去虚拟条件句的习得。但是,有意识的语法教学和训练显著提高了中国非英语专业大学生对这个句式的学习效果。Input and output are the most important parts in second language acquisition. Their different effects in learn- ing the target grammatical form have drawn wide concern from researchers. This study aims to investigate the effects of input and output in learning EPCC （English past counterfactual conditional） for CNECSs （Chinese non-English-majored college stu- dents）. Based particularly on Input Hypothesis by Krashen （1985） and Output Hypothesis by Swain （1985）, the study proposes two hypotheses to predict the performance of CNECSs in learning EPCC with different quantity of input and different types of postexposure tasks. SPSS 17.0 is employed to make statistical analyses on the data collected from the pretest, posttest and the delayed posttest. The results show that with input comprehension tasks, more quantity of input would not necessarily result in better learning in EPCC for CNECSs and that with the same quantity of input, the output tasks fail to better promote CNEC- Ss＇ learning of EPCC than the input comprehension tasks.

关 键 词：输入 输出 过去虚拟条件句 理解 重构 

分 类 号：H313[语言文字—英语]