重铸反馈对英语设问能力发展的作用研究  

The Impact of Recasts on the Production of English Questions

作　　者：赵薇[1] 王俊菊[1] 

机构地区：[1]山东大学

出　　处：《中国外语》2016年第3期73-82,共10页Foreign Languages in China

基　　金：山东省社科规划项目"网络环境下大学英语课堂教学的探索研究"(项目号:14CWXJ51)的阶段性成果

摘　　要：本文基于二语习得互动理论,以英语疑问句为目标语言结构,采用前测-后测-延时后测的实验方法,考察了语言交互活动中重铸反馈对英语学习者英语设问能力的作用和影响。通过对比三组不同英语水平学习者的情况,发现重铸反馈有助于中、低水平组学生实现英语疑问句能力的升级和提高,但对高水平组的影响较小;在英语疑问句的产出数量和准确性方面,重铸反馈对低水平组的短期效果更好,对中、高水平组设问能力发展的长期效果更好。研究还发现,重铸反馈对中高级水平学习者二语能力的发展具有延后效应。由此可见,重铸反馈对不同水平学生的疑问句习得均产生作用,能促进学生在疑问句产出方面"逐级递进式"提高,形成"阶梯式习得"的发展模式。因此,教师进行反馈时应考虑学习者现有语言水平,容忍未做出即时修正的学习者,关注其习得的长期效果。Based on interaction theories of second language acquisition,this study examined the impact of recasts on the production of English questions by EFL learners at three proficiency levels.The implementation of a pretest-posttestdelayed posttest design reveals that recasts bring more benefit to low-level and intermediate-level learners than to the high-level group when the stage increase of question forms is concerned.Regarding the number and accuracy of question production,recasts have better immediate effects on low-level learners and better sustained effects on intermediate-level and high-level learners.In addition,they are also found to have delayed effects on the question-asking abilities of intermediate-level and high-level students.This paper concludes that recasts can benefit learners at different proficiency levels by promoting their ＂sequenced＂ acquisition of English question forms in a ＂step-by-step upgrading pattern＂.By implication,teachers are suggested to take learners＇ proficiency levels into consideration while providing feedback,tolerate students＇ delayed modification of their output,and pay due attention to their L2 development in the long run.

关 键 词：重铸反馈 二语设问能力 语言水平 阶梯式习得 

分 类 号：H319[语言文字—英语]