论文评价.docx
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论文评价.docx
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THEROLEOFAWARENESSINCHINESESTUDENTS’LEARNINGOFENGLISHPREPOSITIONALSTRUCTURE
Abstract
ThispaperisaquantitativeanalysisoftheroleofawarenessinEnglishprepositionalstructurelearninginrelationtoSchmidt’snoticinghypothesis施密特的注意假说aboutprocessingthetargetlanguageform.Thepurposeistoidentifythelong-perplexingproblemthatChinesestudentsarereluctanttoproduceEnglishprepositionalstructureintheirwriting.Theresearchisacontrolledexperimentinatranslation-basedsettingwhichprovidesempiricalsupportfortheclaimthatthelevelofawarenessplaysacrucialroleinthelearners’intakeandwrittenproductionthetargetform.Theimplicationisthatamoreexplicitpedagogical显性教学approachtowardcomplexgrammarrulelearningmaybenecessary.
Keywords:
awareness;Englishprepositionalstructure;controlledexperiment;translation
1.Introduction
Oneofthefundamentaldebatesinsecondlanguageacquisitionresearchhasbeenwhetherexplicit,consciousapproachorimplicit,unconsciousapproachismoreeffective.Withinthedebate,Seliger(1983:
187)firmlybelievesthatitisattheunconsciouslevelthatlanguagelearningtakesplace.WinterandReber(1994)maintainthatlanguagestructurecanbelearnedimplicitlythroughageneralcognitivemechanism.Krashen’s(1985,1993,2003)comprehensionhypothesissuggeststhatlanguageteachingshouldfocusonunderstandingthemessage,andallowthelearnerstounconsciouslyabsorbthegrammarrulesinsteadofconsciouslylearningtherules.Inhisview,theeffectofexplicitinstruction明确的指示isperipheral,andcaninfluenceonlylearningofrelativelysimplerulesasexplicitknowledge.Krashen’stheoryhasgeneratedmassiveacademiccriticismwhichmainlypointstoits“lackofempiricalcontent.”(Gregg,1984:
94)ItisfurtherrefutedbyMcLaughlinasfailureateveryjuncture,as“theempiricalbasisofthetheoryisweak,andthetheoryisnotclearinitspredictions”(1987:
56).
IncontrasttoKrashen’s(2004)statementthatoncewehaveunderstoodit,wehavelearnedit.Schmidtholdsthat“ifnoticed,itbecomesintake”(1990:
139).Schmidt(1990,1995,2001)hasconstantlyarguedthatconsciousawarenessofthetargetlanguagesystemisnecessaryiflearnersaretoproducecorrectformsandusethemappropriately.Thisnotionhasgainedwidesupportfromresearchfindingswhichsuggestthatoverall,consciouslearningdoesseemtocontributetosuccessfulsecondlanguageacquisition(e.g.Doughty,1991,Robinson,2003,Leow,2000,NorrisandOrtega,2000).
Aftertwodecadesofresearch,itstillseemstoberelevanttofurtherassessthevalidityoftheroleofawarenessonthesubsequentprocessingofcertainlanguageforms.ToinvestigatethisissueintheframeworkofEnglishteachinginChineseuniversities,wediscoverthattheteachingguidanceis,toalargeextent,basedonKrasen’s(1985)comprehensivehypothesiswhichassumesthatstudentscanimprovetheirgrammaticalcompetencebyreceivingmassiveamountsofcomprehensibleinputinclasses.InanexemplifyingsituationoflearningtheEnglishprepositionalstructurecontainingprepositionplusnoun,theteachingisnotdesignedtodrawthestudents’attentiontothisspecificlinguisticform.Instead,thestudentsaresimplyassignedwithalotofreadingtaskslooselycontainingsuchstructure.Wearguethattheunderlyingtheoreticalconstructcanbeassociatedwiththeimplicitapproachthatabundantcomprehensiveinputwillnaturallyleadtosubconsciousabsorbance.Theresult,however,isnotasatisfactoryone.IthasbeenalongperplexingproblemfortheEnglishteacherthatChinesestudentstendtoproduceintheirEnglishwritingaverb-involvedsentencewhereaprepositionalstructureisidiomaticallymoreacceptable.
ThepresentstudyisanattempttoidentifyandsolvethisproblembyhypothesizingthatamoreexplicitteachingdesignthatdrawsattentiontothespecificformwillfacilitatemasteryoftheEnglishprepositionalstructure.Thepaperisorganizedasfollows:
First,wepresentareviewoftheresearchesontheroleofawarenessinsecondlanguageacquisition.Next,weexplainourresearchmotivationandcontext.ThenwereportonthecontrolledexperimenttestingtheeffectofawarenessonthelearningoftheEnglishprepositionalstructure,andexaminingthepotentialofChinese-Englishtranslationforawarenessenhancement.Andfollowingthis,wesuggestthatamoreexplicitpedagogicalapproachtowardthemorecomplexgrammarruleslearningmaybenecessary.Finally,weacknowledgethelimitationsofthestudyandprovidedirectionsforfutureresearch.
2.ReviewofResearchLiterature
2.1AwarenessandNoticingHypothesis
Toavoidterminologicalambiguity用语含糊不清,Schmidt(1990:
20)identifiesconsciousnessinlanguagelearningatthreelevels:
awareness,intentionandknowledge.Thef
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