个体差异对二语读写任务中频次效应的影响  

The Influence of Individual Differences on Frequency Effects in an L2 Reading-to-writing Task

作　　者：周丹丹[1] 黄湘[1] 

机构地区：[1]南京大学外国语学院,江苏南京210023

出　　处：《外语与外语教学》2015年第4期5-11,共7页Foreign Languages and Their Teaching

基　　金：教育部人文社科项目"基于动态系统理论的二语学习频次效应模式构建"(项目编号:11YJA740124);江苏省社会科学基金项目"基于频次理论的二语词块习得模式研究"(项目编号:13YYB004)的阶段性成果

摘　　要：个体差异和频次效应同为二语习得领域的讨论热点,但将两者结合的研究相对匮乏。本研究旨在考察个体差异对二语读写任务中频次效应的影响。52名在校大学生重复同一二语读写任务三次,每次阅读两篇观点相反的文章后针对同一主题写作。本研究将个体差异细化为二语水平、学习观念及性别,分别考察了三者对以上读写任务中频次效应的影响。研究发现,语言水平和学习观念对频次效应影响较大,而性别则无显著影响。研究结果证实了个体差异是影响频次效应的关键因素,在二语学习中起着重要作用,同时为二语读写教学如何充分考虑个体差异,实现个性化英语教学提供了参考意见。Both individual differences and frequency effects are well discussed in second language acquisition, but it remains unexplored how these two factors interact with each other. This study examined the influence of the indi- vidual differences on frequency effects in an L2 reading- to-write task and. Fifty-two university students repeated the same L2 reading-to-write task three times by reading two passages containing opposing views and writing on the same topic accordingly. Individual differences in the study were operationalized as L2 proficiency, learner be- lief and gender. After analyzing the influence of these learner factors on frequency effects, the study found that L2 proficiency and learning belief exerted great influence, while gender exerted little influence. The findings indicate that as important factors influencing the frequency effects in the L2 reading-to-write task,individual differences play an essential role in L2 learning. Pedagogically, the find- ings give suggestions on how to take individual differ- ences into consideration and help promote the individual- ized language teaching in the L2 classroom.

关 键 词：个体差异 频次效应 二语读写任务 

分 类 号：H319[语言文字—英语]