初学者英语动词形态习得中的反馈与任务设计作用研究  

The Roles of Feedback and Task Design on EFL Beginners′ Verb Form Acquisition

作　　者：吕利辉 刘春燕[3] Lv Lihui;Liu Chunyan(School of Education,Jiangxi Normal University,Nanchang 330022,China;School of Foreign Languages,Nanchang Institute of Technology,Nanchang 330044,China;Foreign Languages College,Jiangxi Normal University,Nanchang 330022,China)

机构地区：[1]江西师范大学教育学院,江西南昌330022 [2]南昌理工学院外国语学院,江西南昌330044 [3]江西师范大学外国语学院,江西南昌330022

出　　处：《中国海洋大学学报（社会科学版）》2023年第1期94-103,共10页Journal of Ocean University of China(Social Sciences)

摘　　要：本研究探讨反馈和任务设计对初学者习得英语动词第三人称单数形态的影响。以90名小学五年级学生为受试,将他们分为三组,分别完成三个不同复杂度的任务,在任务过程中教师对第三人称单数动词的错误提供重铸反馈。通过收集和对比三个组前后测口语和书面语产出测试结果,发现小学生通过该反馈可自然习得动词一般现在时第三人称单数形式。在书面语后测中,任务复杂度对二语书面语的产出具有显著影响,任务复杂度越高,学生得分越低。This study examines the effects of feedback and task design on EFL beginners′ acquisition of present third person singular verb form in a primary school. Ninety fifth graders from three different classes completed three tasks with various task complexity respectively. In response to errors of the present third person singular verb forms, the participants received the feedback of recasts. L2 development was measured through oral and written production tests. Results show that recasts are effective for learning the target form, and beginners were better at learning the target form in simple tasks than in complex tasks in written test. The results of this study support Skehan′s Limited Attentional Hypothesis and have implications for beginners′ English language teaching.

关 键 词：重铸反馈 任务设计 任务复杂度 儿童英语初学者 英语语法习得 

分 类 号：H314[语言文字—英语]