认知要求对学习者口语产出质量与注意分配的影响  

Effects of Cognitive Demands on Learners' Oral Performance and Attention Allocation

作　　者：徐锦芬[1] 陈聪 XU Jinfen;CHEN Cong

机构地区：[1]华中科技大学外国语学院,湖北武汉430074 [2]华中科技大学人文学院,湖北武汉430074 [3]武汉大学外语学院,湖北武汉430072

出　　处：《外语与外语教学》2018年第6期42-52,144,145,共13页Foreign Languages and Their Teaching

基　　金：国家哲学社会科学基金项目"中国英语课堂小组互动口语语料库建设与应用研究"(项目编号:15BYY0757)的阶段性成果

摘　　要：本研究以二语产出理论、多注意力资源模型与有限注意力模型为理论基础,以因素多少、是否此时此地和有无推理要求为变量,通过学习者任务难度感知测量这三个变量上复杂任务与简单任务的认知要求,并考察增加认知要求对二语学习者口语产出质量和注意分配的影响。结果发现,认知要求的增加会体现在学习者焦虑程度升高和信心水平降低之上。在语言产出质量方面,更高的认知要求造成流利度降低,复杂度提高显著,对准确度有不明显的负面影响。在完成任务过程中,学习者优先注意语言形式而非内容,当认知要求提高时,学习者分配到语言形式的注意更多。研究结果为多注意力资源模型提供了一定的支持。Based on the speech production theories,the Limited Attentional Capacity Model and the' Multiple Attentional Resources Model,the present study measures the varying cognitive demands of simple tasks vs.complex tasks along the dimensions of +/-few elements,+/-here and now and +/-reasoning via learners'perception of task difficulty,and investigates the effects of cognitive demands on the linguistic quality of learners'oral performance as well as their attention allocation in the process of production.Results show that increase of cognitive demands is reflected in higher level of anxiety and lower confidence.In terms of linguistic quality,greater cognitive demands result in lower fluency,higher complexity and pose a potential negative effect on accuracy.Learners tend to prioritize language form over content in manipulating tasks,and allocate more attention to language form when cognitive demands increase.Research findings partially support the Multiple Attentional Resources Model.

关 键 词：认知要求 多注意力资源模型 有限注意力模型 口语产出质量 注意分配 

分 类 号：H319[语言文字—英语]