隐性反馈和显性反馈对不同水平学习者汉语习得影响研究  

Effects of Implicit Feedback and Explicit Feedback on the Acquisition of the Chinese Language by Learners at Different Levels of Proficiency in Chinese

作　　者：鲍蕊 赵建军[2] 曾小燕 BAO Rui;ZHAO Jian-jun;ZEN Xiao-yan(College of International Education,Zhejiang Normal University,Jinhua 321004,China;College of Literature,Liaoning Normal University,Dalian 116000,China;College of International Education,Minzu University of China,Beijing 100081,China)

机构地区：[1]浙江师范大学国际学院,浙江金华321004 [2]辽宁师范大学文学院,辽宁大连116000 [3]中央民族大学国际教育学院,北京海淀100081

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2019年第6期29-37,共9页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

基　　金：浙江省教育厅一般项目“对外汉语课堂教师话语有效性研究:社会文化理论视角”(Y201738758)的阶段性成果;国家社科基金项目(14BYY147)的资助;福建省社会规划项目(FJ2017C092)的资助

摘　　要：主要考察了显性反馈与隐性反馈对汉语二语习得的作用及其与学习者语言水平之间的关系,受试是浙江师范大学30名在校留学生,高、低两个水平,各15人,他们被随机分成重铸组、明确纠正组和控制组,并完成看图写作和故事复写两个任务。完成任务后,所有被试对两个任务进行口头汇报,主试只对两个实验组被试提供相应反馈。通过前后测实验设计,利用两因素方差分析统计分析三个组的偏误修正表现,发现隐性反馈与显性反馈对二语习得都有促进作用,但两种反馈类型之间并没有显著差别,事后多重比较分析结果进一步显示,隐性反馈与显性反馈对低水平和高水平学习者的短期作用都很明显,但从长期作用来看,显性反馈对低水平学习者更有效,而高水平学习者更受益于隐性反馈。研究发现对汉语二语教师如何进行课堂有效反馈提供了参考与借鉴。This study examined the effects of implicit feedback and explicit feedback on the acquisition of Chinese as a second language by learners at different levels of proficiency in Chinese.Thirty students,15 high-proficiency learners and 15 low-proficiency learners,participated in this study,who were all from Zhejiang Normal University.They were randomly divided into the control group,the explicit experimental group,and the recast group.Students in the three groups were required to complete two tasks:story rewriting and picture description.After the accomplishment of the task,all the participants were required to present their tasks orally during which the researcher provided the corresponding feedback to their erroneous utterances.By using ANOVA to analyze the results of the pre-test and the post-test generated by the three groups,the results showed that both types of CF contributed to Chinese learning and no significant differences were identified between the two CF types.Moreover,the results of post-hoc analysis indicated that both types of CF had a larger effect on the short-term learning outcomes,regardless of their proficiency,while as for the long-term effect,explicit correction was more effective to lower-proficiency learners;contrarily,high-proficiency learners benefited more from implicit feedback,which should have much significance to CSL teachers in terms of effective feedback.

关 键 词：隐性反馈 显性反馈 语言水平 汉语作为第二语言 

分 类 号：H19[语言文字—汉语]