摘要
考察了兼顾形式(focus on form,FonF)的导引手段如何影响青少年英语初学者对请求策略的习得。极端显性的FonF操作为显性教学,除了输入输出活动外,还提供元语用知识;隐性的FonF除了输入输出活动外,还对输入进行视觉强化;极端隐性的FonF只提供输入输出活动。学习者参加了一次前测和两次后测。结果显示,对总体策略使用来说,不同的FonF同样有效;但对策略分布来说,隐性的FonF无效。从长期效果看,只有极端隐性的FonF在总体策略使用和策略分布两方面都有效。这表明,虽然注意有利于二语习得,但注意所诱发的认知机制受形式特征和学习者特征的影响,在青少年初学者中,并不是越外显的导引手段就越有效。
This quasi-experimental study examined the effects of focus on form （FonF） on EFE adolescent beginners＇ acquisiton of request strategies. The extremely explicit FonF was operationalized as input-output activities plus metapragmatic information, the implicit FonF as input-output activities plus visual enhancement, and the extrememly implicit FonF as input-output activities alone. There were one pretest and two posttests. Results showed that different FonF techniques were equally effective in general strategy use. But the implicit FonF was not effective in strategy distribution. Only the extremely implicit FonF technique produced long-term effects both on general strategy use and on strategy distribution. These results imply that, although noticing facilitates second language acquisition, the cognitive mechanism triggered by noticing is influenced by target features and learner characteristics. Among adolescent beginners, the more explicit instructional techniques do not necessarily lead to better results in the learning of such multiple features as request strategies.
出处
《中南大学学报（社会科学版）》
CSSCI
2011年第5期153-159,共7页
Journal of Central South University：Social Sciences
基金
全国教育科学规划教育部重点课题"大学英语教学中跨文化语用能力培养模式研究"(GPA105040)
关键词
兼顾形式
导引手段
请求策略
语用习得
focus on form （FonF）
instruction
request strategies
acquisition
