可理解输出假设验证的非专业学生视角——以故事转述为路径  

Testing of Comprehensible Output Hypothesis from the Angle of the Non-Majors by Way of Story-retelling

作　　者：龙绍赟[1] 刘冬梅[2] 

机构地区：[1]江西师范大学外国语学院,江西南昌330022 [2]江西外语外贸职业学院基础部,江西南昌330022

出　　处：《江西教育学院学报》2013年第3期103-106,共4页Journal of Jiangxi Institute of Education

基　　金：江西省社科规划项目"可理解输出假设的本土化实证探讨"研究成果之一;编号:08WX74

摘　　要：文章以故事转述为路径来探寻非专业学生语言可理解性输出假设理论在中国环境下的现实性。研究发现:1."不要求"组的口语表现与其他三组显著负差别,"不提醒"组的口语表现好过"要求组"与"不要求"组,"提醒组"的表现好过"要求组"与"不要求组",且均数差为正,"要求组"与"提醒组"与"不提醒组"负差异;2.教师的纠正反馈语可以提高高中学生语言的"可理解性输出"的频率,学生对于"重复法"、"明确纠正法"反应更敏感,而对于"诱导法"、"部分重说法"似乎更迟钝些;3.在"被要求"学生看来,教师的"重复法"有利于他们口语水平的提高。The study explores the feasibility of the comprehensible output hypothesis theory for non - major students in Chinese contexts by way of story - retelling. The study reveals ： 1. there exists negative significant differences in group oral performance between ＂no requiring＂ and the other three groups, oral performance of ＂no reminding ＂ is better than ＂requi- ting＂ and ＂ no requiring＂ group, and that of ＂reminding ＂is better than that of ＂requiring＂ and ＂ no requiring＂ group, the mean difference being positive. There exists negative significant differences again between＂ requiring＂ and ＂ reminding＂ and ＂no reminding ＂group ;2 teachers＇ corrective feedback can improve high school students＇＂ comprehensible output＂ fre- quencies. Students are more sensitive to the ＂Repetition ＂,＂ Explicit Correction＂ than ＂Elicitation＂ and ＂Recast ＂ ; 3 In the students＇ opinion, teachers＇＂ Repetition＂ is conducive to improving their spoken English.

关 键 词：教师纠正性反馈语 故事转述 可理解性输出 非专业学生 

分 类 号：H319.32[语言文字—英语]