暴露条件,意识和项目类型在开发对拼接规则的隐式和显式知识中的作用
Qian Huang1,2, Norhanim Abdul Samat3, Nur'ain Balqis Haladin4
1School of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
Cognitive processing
|May 2, 2024
概括
学习者获得了英语拼接规则的明确和隐含知识. 对规则的认识提高了学习效率,特别是在更困难的L1-L2对应度和项目类型方面.
科学领域:
- 获得第二语言 (SLA)
- 应用语言学 应用语言学
- 心理语言学 心理语言学
背景情况:
- 拼接知识对于发展第二语言 (L2) 流利性至关重要.
- 之前的研究已经探索了拼接学习,但暴露,意识和物品特征的相互作用需要进一步研究.
- 了解学习者如何获得拼接规则,特别是不同的L1-L2一致性,对于有效的L2教学至关重要.
研究的目的:
- 调查中国学习者对英语拼接规则的学习情况.
- 检查暴露条件和学习者意识对拼接学习的影响.
- 探索项目特定变量 (L1-L2一致性,项目类型) 与学习成果之间的相互作用.
主要方法:
- 中国的英语学习者接触到包含目标动词及其名词的句子,这些句子来自大型语体.
- 参与者被分配到偶然或故意的学习小组.
- 使用可信性判断测试 (PJT) 来评估学习,使用训练,新和交换的项目.
- 学习者的意识是通过来源归因,回顾性口头报告和大声思考测试后的意识来衡量的.
主要成果:
- 参与者展示了对拼接规则的明确和隐含知识的获取.
- 显式规则搜索增强了显式知识,但并没有显著提高整体学习效率.
- 在意识,规则类型和测试类型之间发现了显著的相互作用.
- 意识在学习中的重要性随着L1-L2一致性和项目类型的难度增加而增加.
结论:
- 学习者可以获得英语拼接规则的明确和隐含知识.
- 虽然明确的规则搜索有助于明确的知识,但它不能保证优越的整体学习结果.
- 学习者的意识在掌握拼接规则方面发挥着至关重要的作用,特别是在处理复杂的语言特征和具有挑战性的学习条件时.
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