英语学习者是如何学习的？
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摘要
过去的几十年见证了二语习得领域研究的快速发展及其取得的丰硕成果。近年来,随着各学科的不断融合,二语习得研究持续发展,各种研究理论和方法不断涌现。
本研究运用兴起于发展心理学领域的微变化研究法,对三名就读于浙江大学的英语专业自考生进行了为期五个月的观察,目的在于记录和分析她们是如何学习英语,并尝试为她们的英语学习提出一些针对性的建议。
研究之初,三名研究对象填写了关于她们英语学习背景和对英语学习所持态度的背景调查问卷;在五个月的观察中,文件夹(portfolios)用于记录研究对象英语学习的发展过程,包括由她们每周填写“每周学习行为调查问卷”和每两周进行一次的PETS二级模拟测试。另外,为了了解有关研究对象的其它信息,例如学习目的,学习状态,学习习惯等等,作者与她们进行了三次访谈。这些方面的因素对她们的英语学习有着或多或少的影响并且不能通过问卷详细了解得到。
根据收集到的数据和材料,通过表格和图表分析,本研究详细地描述了三名研究对象不同的学习过程和方式,以及她们英语能力的发展变化过程,并相应地对她们进一步的英语学习提出了建议;此外,列出了一些可取的英语学习方法以供其他英语自考生参考。
The past few decades have witnessed the rapid development and substantial accomplishment in the field of Second Language Acquisition. And with the trend of interdisciplinary integration, SLA researches are blooming with the flourish of theories and methodologies in different perspectives.
By adopting the microgenetic method, which originates from developmental psychology, the present author has conducted a five-month observation and recording of the English learning process of three self-taught students in Zhejiang University, with the aim of finding out how learners progress in their English language learning, and attempted to put forward some suggestions for the subjects accordingly.
A Background Information Questionnaire has been administrated at the beginning for some information about the subjects' English learning background and their beliefs towards English learning; then portfolios, including the Weekly Learning Behaviors Questionnaires, which are filled out by the subjects themselves once a week, and a series of simulated tests for PETS-2, which are administered once every two weeks, are employed for the recordings of the developmental processes of their English learning. Besides, three interviews have been carried out to inquire about some other information which might not be revealed in detail on papers and yet might exert influence on their English learning to some degree, such as the subjects' academic goals, affective states, habits for English learning and the like.
Based on the collected data and materials and through tables and graphic analysis, the present author has found out the different ways the subjects conduct their English learning and their developmental routes of English proficiency. Accordingly, suggestions for their further English study are given respectively to the three subjects and some favorable ways of learning English as a second language are put forward as reference for other self-taught students.
本研究运用兴起于发展心理学领域的微变化研究法,对三名就读于浙江大学的英语专业自考生进行了为期五个月的观察,目的在于记录和分析她们是如何学习英语,并尝试为她们的英语学习提出一些针对性的建议。
研究之初,三名研究对象填写了关于她们英语学习背景和对英语学习所持态度的背景调查问卷;在五个月的观察中,文件夹(portfolios)用于记录研究对象英语学习的发展过程,包括由她们每周填写“每周学习行为调查问卷”和每两周进行一次的PETS二级模拟测试。另外,为了了解有关研究对象的其它信息,例如学习目的,学习状态,学习习惯等等,作者与她们进行了三次访谈。这些方面的因素对她们的英语学习有着或多或少的影响并且不能通过问卷详细了解得到。
根据收集到的数据和材料,通过表格和图表分析,本研究详细地描述了三名研究对象不同的学习过程和方式,以及她们英语能力的发展变化过程,并相应地对她们进一步的英语学习提出了建议;此外,列出了一些可取的英语学习方法以供其他英语自考生参考。
The past few decades have witnessed the rapid development and substantial accomplishment in the field of Second Language Acquisition. And with the trend of interdisciplinary integration, SLA researches are blooming with the flourish of theories and methodologies in different perspectives.
By adopting the microgenetic method, which originates from developmental psychology, the present author has conducted a five-month observation and recording of the English learning process of three self-taught students in Zhejiang University, with the aim of finding out how learners progress in their English language learning, and attempted to put forward some suggestions for the subjects accordingly.
A Background Information Questionnaire has been administrated at the beginning for some information about the subjects' English learning background and their beliefs towards English learning; then portfolios, including the Weekly Learning Behaviors Questionnaires, which are filled out by the subjects themselves once a week, and a series of simulated tests for PETS-2, which are administered once every two weeks, are employed for the recordings of the developmental processes of their English learning. Besides, three interviews have been carried out to inquire about some other information which might not be revealed in detail on papers and yet might exert influence on their English learning to some degree, such as the subjects' academic goals, affective states, habits for English learning and the like.
Based on the collected data and materials and through tables and graphic analysis, the present author has found out the different ways the subjects conduct their English learning and their developmental routes of English proficiency. Accordingly, suggestions for their further English study are given respectively to the three subjects and some favorable ways of learning English as a second language are put forward as reference for other self-taught students.
引文
Belz, J. A. & Kinginger, C. 2002. The Cross-linguistic Development of Address Form Use in Telecollaborative Language Learning: Two Case Studies. Canadian Modern Language Review, 5,189-214
Ellis, R. 1997. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press
Ellis, R. 1998. Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press
Ganem Gutierrez, G. A. 2006. Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity, ReCALL, 18 (2), 230-251
Genesee, F. & Upshur, J. A. 2001. Classroom-based Evaluation in Second Language Education. Beijing: Foreign Language Teaching and Research Press
Henning, G 2005. A Guide to Language Testing: Development, Evaluation and Research. Beijing: Foreign Language Teaching and Research Press
Jonassen, D. & Rohrer-Murphy, L. 1999. Activity Theory as a Framework for Designing Constructivist Learning Environments. Educational Technology, Research and Development,47 (1), 61-79
Larsen-Freeman, D. & Long, M. H. 2000. An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press
Nunan, D. 2005. Research Methods in Language Learning. Shanghai: Shanghai Foreign Language Education Press
Opfer, J. E. & Siegler, R. S. 2004. Revisiting preschoolers' living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49,301-332
Steiner, H. H. 2006. A Microgenetic Analysis of Strategic Variability in Gifted and Average-Ability Children. Gifted Child Quarterly, 50, 62-74
Siegler, R. S. 1989. Mechanisms of Cognitive Development. Annual Review of Psychology, 40, 353-379
Siegler,R.S.& Crowley,K.1991.The Microgenetic Method:A Direct Means for Studying Cognitive Development.American Psychologist,46,606-620
Siegler,R.S.1995.How does change occur:A microgenetic study of number conservation.Cognitive Psychology,25,225-273
Siegler,R.S.1996.Emerging minds:The process of change in Children's thinking.New York:Oxford University Press
Siegler,R.S.& Chen,Z.1998.Developmental differences in rule learning:A microgenetic analysis.Cognitive Psychology,36,273-310
Siegler,R.S.2006.Microgenetic Analysis of Learning,In Deanna Kuhn & Rober Siegler (Eds.),Handbook of Child Psychology:Vol.2,Cognition,Perception,and Language,pp.464-510,New York:Wiley
Stern,H.H.1997.Fundamental Concepts of Language Teaching.Shanghai:Shanghai Foreign Language Education Press
Vygotsky,L.S.1978.Mind in Society:The Development of Higher Psychological Process.Cambridge,MA:Harvard University Press
Wallace,M.J.2000.Action Research for Language Teachers.Beijing:People's Education Press
丁言仁,2005,《第二语言习得研究与外语学习》,上海:上海外语教育出版社
冯建明,2000,《谈谈自考英语听力考试》,《河北自学考试》,第7期,12-13
付梦蕤,2007,《英语专业自考助学生词汇学习策略调查》,《金华职业技术学院学报》,第7卷第1期,86-89
韩宝成,2006,《外语教学科研中的统计方法》,北京:外语教学与研究出版社
韩艳,2007,《练习频率对英语语音纠错的作用--频率作用与二语习得关系的实证分析》,《林区教学》,第6期,41-42
李霞,兰英,2007,《基于社会文化学派理论的第二语言学习观及其述评》,《国外外语教学》,第2期,54-61
林晓琴,毛浩然,2007,《高教自考口译的学习技巧探析》,《福建高教研究》,第5期,78-80
刘润清,韩宝成,2004,《语言测试和它的方法》,北京:外语教学与研究出版社
刘润清,2007,《外语教学中的科研方法》,北京:外语教学与研究出版社
吕淑珍,2004,《从自学考试学生群体特点看教学方法的改革》,《中国成人教育》,第10期,56-57
毛继光,2002,《谈维果茨基学派对二语习得研究的启示》,《浙江师范大学学报(社会科学版)》,第1期,86-89
乔建珍,2003,《如何掌握英语自考阅读理解的一些规律》,《河北自学考试》,第9期,29-30
文秋芳,1996,《英语学习策略论》,上海:上海外语教育出版社
文秋芳,俞洪亮,周维杰,2004,《应用语言学研究方法与论文写作》,北京:外语教学与研究出版社
文秋芳,2007,《应用语言学研究方法与论文写作》,北京:外语教学与研究出版社
文秋芳,2003,《微变化研究法与二语习得研究》,《现代外语》,第26卷第3期,311-317
文秋芳,王立非,2004a,《二语习得研究方法35年:回顾与思考》《外国语》,第4期,18-25
文秋芳,王立非,2004b,《对外语学习策略有效性研究的质疑》,《外语界》,第2期,2-7
辛自强,林崇德,2002,《微观发生法:聚焦认知变化》,《心理科学进展》,第10卷 第2期,206-212
辛自强,俞国良,2003,《问题解决中策略的变化:一项微观发生研究》,《心理学报》,35(6),786-795
辛自强,张丽,2006,《表征变化及其影响因素的微观发生研究》,《心理学报》,38(4),532-542
杨清珍,刘昕远,2006,《自考英语词汇学习策略》,《河北自学考试》,第9期,10
于爱萍,仁秋会,阎亚莉,李凯,2004,《对高职高专英语教学的思考》,《杨凌职业技术学院学报》,第3卷第2期,78-80,84
张向葵,毕有余,姜伟,2005,《微观发生法在认知策略教学中的应用》,《教育科学》,第21卷第3期,40-43
张周光,1994,《浅谈高师自考英语阅读教学的几点体会》,《丽水师专学报(社会科学版)》,第1期,54-55,62
周丹丹,2004,《练习次数对故事复述的影响》,《解放军外国语学院学报》,第27卷第5期,41-45
周卫京,2005,《语言输入模式对口语产出的影响》,《解放军外国语学院学报》,第28卷第6期,53-58
Fu Mengrui,2006,Association Strategy Training in English Major Self-taught Students'Vocabulary Learning,Zhejiang Normal University
Wu Chunming,2005,A Microgenetic Study of two Effects of Self-questioning on EFL Reading Comprehension at College Level,South China Normal University
Yan Hao,2006,A Comparative Study on Speaking Strategy Use of Non-English Major Postgraduates-An SILL Questionnaire and Microgenetic Analysis Study,Northwestern Polytechnical University
Yang Ying,2004,Effectiveness of Learning Strategy in Writing--An empirical study by microgenetic method,Guangxi University
http://en.wikipedia.org/wiki/Activity_theory
http://en.wikipedia.org/wiki/Lev_Vygotsky
http://en.wikipedia.org/wiki/Universal_grammar
http://www.quasar.ualberta.ca/edpy597mappin/Modules/module15.html
http://www.sigchi.org/chi97/proceedings/tutorial/bn.htm
Ellis, R. 1997. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press
Ellis, R. 1998. Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press
Ganem Gutierrez, G. A. 2006. Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity, ReCALL, 18 (2), 230-251
Genesee, F. & Upshur, J. A. 2001. Classroom-based Evaluation in Second Language Education. Beijing: Foreign Language Teaching and Research Press
Henning, G 2005. A Guide to Language Testing: Development, Evaluation and Research. Beijing: Foreign Language Teaching and Research Press
Jonassen, D. & Rohrer-Murphy, L. 1999. Activity Theory as a Framework for Designing Constructivist Learning Environments. Educational Technology, Research and Development,47 (1), 61-79
Larsen-Freeman, D. & Long, M. H. 2000. An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press
Nunan, D. 2005. Research Methods in Language Learning. Shanghai: Shanghai Foreign Language Education Press
Opfer, J. E. & Siegler, R. S. 2004. Revisiting preschoolers' living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49,301-332
Steiner, H. H. 2006. A Microgenetic Analysis of Strategic Variability in Gifted and Average-Ability Children. Gifted Child Quarterly, 50, 62-74
Siegler, R. S. 1989. Mechanisms of Cognitive Development. Annual Review of Psychology, 40, 353-379
Siegler,R.S.& Crowley,K.1991.The Microgenetic Method:A Direct Means for Studying Cognitive Development.American Psychologist,46,606-620
Siegler,R.S.1995.How does change occur:A microgenetic study of number conservation.Cognitive Psychology,25,225-273
Siegler,R.S.1996.Emerging minds:The process of change in Children's thinking.New York:Oxford University Press
Siegler,R.S.& Chen,Z.1998.Developmental differences in rule learning:A microgenetic analysis.Cognitive Psychology,36,273-310
Siegler,R.S.2006.Microgenetic Analysis of Learning,In Deanna Kuhn & Rober Siegler (Eds.),Handbook of Child Psychology:Vol.2,Cognition,Perception,and Language,pp.464-510,New York:Wiley
Stern,H.H.1997.Fundamental Concepts of Language Teaching.Shanghai:Shanghai Foreign Language Education Press
Vygotsky,L.S.1978.Mind in Society:The Development of Higher Psychological Process.Cambridge,MA:Harvard University Press
Wallace,M.J.2000.Action Research for Language Teachers.Beijing:People's Education Press
丁言仁,2005,《第二语言习得研究与外语学习》,上海:上海外语教育出版社
冯建明,2000,《谈谈自考英语听力考试》,《河北自学考试》,第7期,12-13
付梦蕤,2007,《英语专业自考助学生词汇学习策略调查》,《金华职业技术学院学报》,第7卷第1期,86-89
韩宝成,2006,《外语教学科研中的统计方法》,北京:外语教学与研究出版社
韩艳,2007,《练习频率对英语语音纠错的作用--频率作用与二语习得关系的实证分析》,《林区教学》,第6期,41-42
李霞,兰英,2007,《基于社会文化学派理论的第二语言学习观及其述评》,《国外外语教学》,第2期,54-61
林晓琴,毛浩然,2007,《高教自考口译的学习技巧探析》,《福建高教研究》,第5期,78-80
刘润清,韩宝成,2004,《语言测试和它的方法》,北京:外语教学与研究出版社
刘润清,2007,《外语教学中的科研方法》,北京:外语教学与研究出版社
吕淑珍,2004,《从自学考试学生群体特点看教学方法的改革》,《中国成人教育》,第10期,56-57
毛继光,2002,《谈维果茨基学派对二语习得研究的启示》,《浙江师范大学学报(社会科学版)》,第1期,86-89
乔建珍,2003,《如何掌握英语自考阅读理解的一些规律》,《河北自学考试》,第9期,29-30
文秋芳,1996,《英语学习策略论》,上海:上海外语教育出版社
文秋芳,俞洪亮,周维杰,2004,《应用语言学研究方法与论文写作》,北京:外语教学与研究出版社
文秋芳,2007,《应用语言学研究方法与论文写作》,北京:外语教学与研究出版社
文秋芳,2003,《微变化研究法与二语习得研究》,《现代外语》,第26卷第3期,311-317
文秋芳,王立非,2004a,《二语习得研究方法35年:回顾与思考》《外国语》,第4期,18-25
文秋芳,王立非,2004b,《对外语学习策略有效性研究的质疑》,《外语界》,第2期,2-7
辛自强,林崇德,2002,《微观发生法:聚焦认知变化》,《心理科学进展》,第10卷 第2期,206-212
辛自强,俞国良,2003,《问题解决中策略的变化:一项微观发生研究》,《心理学报》,35(6),786-795
辛自强,张丽,2006,《表征变化及其影响因素的微观发生研究》,《心理学报》,38(4),532-542
杨清珍,刘昕远,2006,《自考英语词汇学习策略》,《河北自学考试》,第9期,10
于爱萍,仁秋会,阎亚莉,李凯,2004,《对高职高专英语教学的思考》,《杨凌职业技术学院学报》,第3卷第2期,78-80,84
张向葵,毕有余,姜伟,2005,《微观发生法在认知策略教学中的应用》,《教育科学》,第21卷第3期,40-43
张周光,1994,《浅谈高师自考英语阅读教学的几点体会》,《丽水师专学报(社会科学版)》,第1期,54-55,62
周丹丹,2004,《练习次数对故事复述的影响》,《解放军外国语学院学报》,第27卷第5期,41-45
周卫京,2005,《语言输入模式对口语产出的影响》,《解放军外国语学院学报》,第28卷第6期,53-58
Fu Mengrui,2006,Association Strategy Training in English Major Self-taught Students'Vocabulary Learning,Zhejiang Normal University
Wu Chunming,2005,A Microgenetic Study of two Effects of Self-questioning on EFL Reading Comprehension at College Level,South China Normal University
Yan Hao,2006,A Comparative Study on Speaking Strategy Use of Non-English Major Postgraduates-An SILL Questionnaire and Microgenetic Analysis Study,Northwestern Polytechnical University
Yang Ying,2004,Effectiveness of Learning Strategy in Writing--An empirical study by microgenetic method,Guangxi University
http://en.wikipedia.org/wiki/Activity_theory
http://en.wikipedia.org/wiki/Lev_Vygotsky
http://en.wikipedia.org/wiki/Universal_grammar
http://www.quasar.ualberta.ca/edpy597mappin/Modules/module15.html
http://www.sigchi.org/chi97/proceedings/tutorial/bn.htm