能力,焦虑和成功在L2语言发展:一个长度研究中文EFL大学水平的学习者
1Department of English, School of Foreign Languages, Guizhou Normal University, China.
Language and speech
|October 23, 2024
概括
中国英语学习者提高了他们的英语口语理解力,并在教学学期后减少了口音. 语言能力和焦虑影响了语音发展,语音编码和关联记忆有助于进步,而焦虑则阻碍了进步.
科学领域:
- 获得第二语言的学习.
- 语言病理学 语音病理学
- 教育心理学教育心理学
背景情况:
- 作为外语英语 (EFL) 学习者在开发与本地语言类似的L2语言时面临着挑战.
- 了解影响L2语言发展的因素,如能力和焦虑,对于有效的教学至关重要.
研究的目的:
- 研究中文EFL学习者的L2语音发展 (可理解性和口音).
- 为了检查语言学习能力,说话焦虑和L2语音收益之间的关系.
- 评估一学期讲话和发音教学的影响.
主要方法:
- 参与者:83名中国大学水平的EFL学习者.
- 评估:使用句子阅读和图片描述任务进行语音理解和重音的前后测试.
- 措施:语言学习能力 (LLAMA测试) 和第二语言说话焦虑量表 (SLSAS).
主要成果:
- 在教学后,在L2语音理解和口音的显著改善被观察到.
- 语音编码能力积极预测可理解性增长,但在阅读任务中负面预测了重音增长.
- 关联性记忆与描述性任务的理解能力的提高有积极的相关性.
- 说话焦虑是描述性任务中可理解性和口音增强的重要预测因素.
结论:
- 有针对性的教学可以显著提高EFL学习者的L2语音生产.
- 特定的语言能力组件 (语音编码,关联记忆) 在L2语音发展中起着不同的作用.
- 说出焦虑可以阻碍L2语言的进步,特别是在自发的任务中,强调需要减少焦虑的策略.
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