输入强化对大学英语自主听力有效性影响的实证研究  

An Empirical Study on the Effects of Input Enhancement on the Effectiveness of College English Autonomous Listening

作　　者：柯文娟 

机构地区：[1]湖北科技学院外国语学院,湖北咸宁437100

出　　处：《考试与评价》2021年第1期91-94,共4页TESTING AND EVALUATION

基　　金：18年校级教研课题成果(课题编号:2018-XB-031)。

摘　　要：本文基于“注意假设”和“输入强化”理论,通过前测、后测、延时后测,采用双因素重复测量的统计分析方法,以英语中定语从句的句法为目的语形式,探讨多种形式的输入强化策略对混合式教学中“线上”自主听力的有效性。实验结果表明,听前有书面强化的语法解释比无书面强化的语法解释效果更显著,在听力部分停顿策略的“输入强化”对目的语结构的习得有叠加促进的效果,而输入频数的“输入强化”对目的语结构的习得并没有叠加促进的效果,同时,两次后测结果一致,表明“输入强化”策略对学习者在“线上”自主学习中目的语习得的有效性有一定的稳定性。Based on the“Noticing Hypothesis”and“Input Enhancement”theory,through pretest,posttest and delayed posttest experimental design,statistical analysis of repeated measurement method with double factors,to explore the effectiveness of various input enhancement strategies on the acquisition of English attributive clauses during“online”autonomous listening of hybrid teaching.The experimental results show that visual input enhancement in grammar explanation is more prominent than there is none,pause strategy in listening part can further facilitate the acquisition whereas the increased frequency cannot,meanwhile the posttest and delayed posttest revealed consistent results,which means the effectiveness of enhancement strategies is stable and reliable to some extent.

关 键 词：输入强化 自主听力 有效性 

分 类 号：G63[文化科学—教育学]