隐性和显性纠错反馈与过去时态的习得研究
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摘要
第二语言的学习是一个不断产生语言错误的过程,而在这个过程中对学习者所产生的错误进行纠正是语言教学的一个重要环节。正如Brown所说的那样,在二语习得的过程中,学习者不可避免会犯错误,事实上,如果学习者不犯任何错误反而会阻碍习得,因为这意味着学习者失去了从对错误的反馈中受益的机会。近年来在二语习得研究领域,对纠错反馈的研究已经获得了广泛的关注。研究者们似乎达成广泛共识:纠错反馈在二语学习中起到了一定的作用。教师对于习得者的错误有许许多多的纠正方式,而比较常用的主要是:隐性反馈、翻译、显性纠错、重复等等。纠错反馈的作用很大程度上取决于教师采取的纠错反馈方式。
本篇论文以Ellis,Loewen和Erlam对纠错反馈所做的研究为基础,研究隐性纠错反馈和显性纠错反馈在学习新的语法项目——中学过去时态中所发挥的作用。本文研究讨论了以下三个问题:
(1)对于二语习得者来说,纠错反馈在学习新的语法项目上能否发挥作用?
(2)如果纠错反馈的确能发挥作用,那么习得者从哪种反馈方式中获益更多,隐性纠错反馈还是显性纠错反馈?
(3)两种纠错反馈方式,二语习得者更喜爱哪一种,隐性的还是显性的,为什么?
本文作者采用定量分析法检测隐性纠错反馈和显性纠错反馈的效果。测试所得数据采用社科研究统计软件包SPSS 13.0进行分析,主要研究结果归纳如下:
(1)对于二语习得者来说,纠错反馈在学习新的语法项目上能够发挥一定的作用。
(2)显性纠错反馈在学习新的语法项目上效果明显,也就是说,二语习得者从显性纠错反馈要比从隐性纠错反馈获益更多。
(3)显性纠错反馈比隐性纠错反馈受到二语习得者们更多的青睐,主要原因是显性纠错反馈提高了他们对过去时态规则和动词的意识。
本篇论文分为五大部分。第一章对论文的整个研究进行了简单的介绍。第二章首先讨论了隐性学习和显性学习、隐性知识和显性知识的概念与联系,其次是纠错反馈的概念和形式,最后讨论了前人在此领域的研究成果和贡献。第三章涉及本论文的研究方法。第四章对研究的结果进行了描述与讨论。第五章为文章结语,包括对本研究发现的概括、对我国英语教学的启示以及本研究中存在的不足和对今后此方面研究的建议。
基于上述研究结果,希望本论文能对外语教学在学习新的语法项目上有所启示。
Second language learning is a process in which learners constantly struggle against errors. And error correction is an important part in second language teaching. As Brown (2001) argues, learners inevitably have errors in second language acquisition, and in fact, if there are no errors in second language learners, there will be no opportunities for them benefiting from the error feedback. The research into corrective feedback has recently gained prominence in the studies of SLA. There seems to be a general consensus among researchers that corrective feedback has a role to play in second language learning. Teachers have a wide variety of corrective feedback at their disposal to focus on learners' errors and the commonly used types are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction, and repetition. Carroll and Swain (1993) found in their research that the effectiveness of negative feedback depends to a large extent on the type of negative feedback provided.
Based on Ellis, Loewen, and Erlam's (2006) research into corrective feedback, the present thesis tries to investigate the relative effectiveness of implicit and explicit corrective feedback in terms of learning a new grammatical structure—past tense in the middle school. Three questions in the following were designed for the study:
(1) Is corrective feedback effective for learners in terms of learning a new grammatical structure?
(2) If there is effectiveness of corrective feedback, do learners learn more from one type of corrective feedback than from another type?
(3) Of the two types of corrective feedback, which one do learners prefer, implicit one or explicit one? Why?
The quantitative research method was employed in this study to check the effectiveness of implicit and explicit corrective feedback. The major findings of the study can be summarized as follows:
(1) Corrective feedback is effective for learners in terms of learning a new grammatical structure.
(2) Explicit corrective feedback has greater effect on learning a new grammatical structure, that is to say, learners learn more from explicit feedback than from implicit feedback.
(3) Explicit corrective feedback receives more popularity than implicit feedback, and the main reason given by the learners is that explicit feedback increases their awareness of the rules and items of past tense.
This thesis is composed of five parts. Chapter 1 makes a briefdescriptive presentation of the whole study. Chapter 2 presents the definition and the relationship of implicit and explicit learning and knowledge, the definition and patterns of corrective feedback, and previous studies of implicit and explicit corrective feedback in the world. Chapter 3 is about methodology. Chapter 4 covers the results collected from the experimental study which are analyzed and discussed. Chapter 5 is the conclusion of the whole thesis, including the summary of the findings, pedagogical implications, the limitations, and recommendations of the study.
It is expected to provide some implications for second language learning and teaching in terms of learning a new grammatical structure and to try to diminish some problems of second language acquisition among Chinese learners to a great extent.
本篇论文以Ellis,Loewen和Erlam对纠错反馈所做的研究为基础,研究隐性纠错反馈和显性纠错反馈在学习新的语法项目——中学过去时态中所发挥的作用。本文研究讨论了以下三个问题:
(1)对于二语习得者来说,纠错反馈在学习新的语法项目上能否发挥作用?
(2)如果纠错反馈的确能发挥作用,那么习得者从哪种反馈方式中获益更多,隐性纠错反馈还是显性纠错反馈?
(3)两种纠错反馈方式,二语习得者更喜爱哪一种,隐性的还是显性的,为什么?
本文作者采用定量分析法检测隐性纠错反馈和显性纠错反馈的效果。测试所得数据采用社科研究统计软件包SPSS 13.0进行分析,主要研究结果归纳如下:
(1)对于二语习得者来说,纠错反馈在学习新的语法项目上能够发挥一定的作用。
(2)显性纠错反馈在学习新的语法项目上效果明显,也就是说,二语习得者从显性纠错反馈要比从隐性纠错反馈获益更多。
(3)显性纠错反馈比隐性纠错反馈受到二语习得者们更多的青睐,主要原因是显性纠错反馈提高了他们对过去时态规则和动词的意识。
本篇论文分为五大部分。第一章对论文的整个研究进行了简单的介绍。第二章首先讨论了隐性学习和显性学习、隐性知识和显性知识的概念与联系,其次是纠错反馈的概念和形式,最后讨论了前人在此领域的研究成果和贡献。第三章涉及本论文的研究方法。第四章对研究的结果进行了描述与讨论。第五章为文章结语,包括对本研究发现的概括、对我国英语教学的启示以及本研究中存在的不足和对今后此方面研究的建议。
基于上述研究结果,希望本论文能对外语教学在学习新的语法项目上有所启示。
Second language learning is a process in which learners constantly struggle against errors. And error correction is an important part in second language teaching. As Brown (2001) argues, learners inevitably have errors in second language acquisition, and in fact, if there are no errors in second language learners, there will be no opportunities for them benefiting from the error feedback. The research into corrective feedback has recently gained prominence in the studies of SLA. There seems to be a general consensus among researchers that corrective feedback has a role to play in second language learning. Teachers have a wide variety of corrective feedback at their disposal to focus on learners' errors and the commonly used types are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction, and repetition. Carroll and Swain (1993) found in their research that the effectiveness of negative feedback depends to a large extent on the type of negative feedback provided.
Based on Ellis, Loewen, and Erlam's (2006) research into corrective feedback, the present thesis tries to investigate the relative effectiveness of implicit and explicit corrective feedback in terms of learning a new grammatical structure—past tense in the middle school. Three questions in the following were designed for the study:
(1) Is corrective feedback effective for learners in terms of learning a new grammatical structure?
(2) If there is effectiveness of corrective feedback, do learners learn more from one type of corrective feedback than from another type?
(3) Of the two types of corrective feedback, which one do learners prefer, implicit one or explicit one? Why?
The quantitative research method was employed in this study to check the effectiveness of implicit and explicit corrective feedback. The major findings of the study can be summarized as follows:
(1) Corrective feedback is effective for learners in terms of learning a new grammatical structure.
(2) Explicit corrective feedback has greater effect on learning a new grammatical structure, that is to say, learners learn more from explicit feedback than from implicit feedback.
(3) Explicit corrective feedback receives more popularity than implicit feedback, and the main reason given by the learners is that explicit feedback increases their awareness of the rules and items of past tense.
This thesis is composed of five parts. Chapter 1 makes a briefdescriptive presentation of the whole study. Chapter 2 presents the definition and the relationship of implicit and explicit learning and knowledge, the definition and patterns of corrective feedback, and previous studies of implicit and explicit corrective feedback in the world. Chapter 3 is about methodology. Chapter 4 covers the results collected from the experimental study which are analyzed and discussed. Chapter 5 is the conclusion of the whole thesis, including the summary of the findings, pedagogical implications, the limitations, and recommendations of the study.
It is expected to provide some implications for second language learning and teaching in terms of learning a new grammatical structure and to try to diminish some problems of second language acquisition among Chinese learners to a great extent.
引文
Anderson, J. R. and Lebiere, C. 1998. The atomic components of thought. Mahwah, NJ: Erlbaum.
Bialystok, E. 1982. On the relationship between and using linguistic forms. Applied Linguistic, 3, 181-206.
Brown, H. D. 2001. Principles of Language Learning and Teaching. (3rd edition). Beijing: Foreign Language Teaching and Research Press.
Caroll, S. and Swain, M. 1993. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-366.
Carroll, S., Swain, M. and Roberge, Y. 1992. The role of feedback in adult second language acquisition: error correction and morphological generalizations. Applied Psycholinguistics, 13, 173-198.
Coder, S. P. 1967. The significance of learners' errors. International Review of Applied Linguistic, 5, 161-170.
DeKeyser, R. M. 1993. The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77, 501-514.
DeKeyser, R. M. 1998. Beyond the focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. J. Doughty & J. Williams (Eds), Focus on Form in Second Language Acquisition. New York: Cambridge University Press.
DeKeyser, R. M. 2003. Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-348). Oxford: Blackwell.
Ellis, N. C. 1994. Introduction: Implicit and explicit language learning—an overview. In N. C. Ellis (Ed.), Implicit and Explicit Learning of Languages. San Diego, CA: Academic Press.
Ellis, R. 1993. The structural syllabus and second language acquisition. TESOL Quarterly, 28, 166-172.
Ellis, R. 1994 a. A theory of instructed second language acquisition. In N. Ellis (Ed.), Implicit and Explicit Language Learning. London: Academic Press.
Ellis, R. 1994 b. Second Language Acquisition. Oxford: OUP.
Ellis, R. 1997. SLA Research and Language Teaching. Oxford: Oxford University Press.
Ellis, R. 2004. The definition and measurement of L2 explicit knowledge. Language Learning, 54, 227-275.
Ellis, R. 2005. Measuring implicit and explicit knowledge of a second language: A Psychometric Study. Studies in Second Language Acquisition, 27, 141-172.
Ellis, R., Loewen, S. and Erlam, R. 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.
Gao, H. (高红) 1998. Feedback in Language Classrooms. Beijing Normal University. Unpublished MA thesis.
Gass, S. 1997. Input, Interaction, and the Second Language Learner. Mahwah, NJ: Erlbaum.
Gass, S. and Selinker, L. 2001. Second Language Acquisition: an introduction course (2~(nd) ed.). Mahwah: Lawrence Erlbaum Associates, Publishers.
Han Zhaohong. 2002. A Study of the Impact of Recasts on Tense Consistency in L2 Output. TESOL Quarterly, 4, 543-572.
Hulstijn, J. H. 2002. Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research, 18. 193-223.
Hulstijn, J. H. 2005. Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning. Studies in Second Language Acquisition, 27, 129-140.
Hu, Y. Z. (胡意之). 1999. Error Treatment in EFL classroom. Nanjing University. Unpublished MA thesis.
Jordan, G. 2004. Theory Construction in Second Language Acquisition. John Benjamins Publishing Company.
Kim, H., and Mathes, G. 2001. Explicit vs. implicit corrective feedback. The Korea TESOL Journal, 4, 1-15.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. London: Pergamon.
Long, M. H. 1996. The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of Second Language Acquisition. New York: Academic Press.
Lyster, R. 2004. Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
Lyster, R. and Ranta, L. 1997. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
Mackey, A. 1999. Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-587.
Mathews, R. C, Buss, R. R. and Stanley, W. B. 1989. Role of implicit and explicit processes in learning from examples: A synergistic effects. Journal of Experimental Psychology: Learning, Memory & Cognition, 15(6), 1083-1100.
Panova, I. and Lyster, R. 2002. Patterns of corrective fecdback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
Paradis,M.1994.Neurolinguistic aspects of implicit and explicit memory:Implications for bilingualism and SLA.In N.C.Ellis(Ed.),Implicit and explicit learning of languages.San Diego,CA:Academic Press.
Reber,A.S.1993 Implicit Learning and Tacit Knowledge:An essay in the cognitive unconscious.Oxford:Oxford University Press.
Reber,A.S & Squire,L.R.1994.Parallel brain systems for learning with and without awareness.Learning and Memory,1,217-229.
Rosa,E.M.and Leow,R.P.2004.Awareness,different learning conditions,and second language development.Applied Psycholinguistics,25,269-292.
Schmidt,R.1990.The role of consciousness in second language learning.Applied Linguistics,11,206-226.
Scovel,T.2001.Learning New Language:A Guide to Second Language Acquisition.Heinle & Heinle.
Sharwood Smith,M.1981.Consciousness-raising and the second language learner.Applied Linguistics,2,159-169.
Spada,N.and Lightbown P.M.1993.Instruction and the development of questions in L2 classrooms.Studies in Second Language Acquisition,15,205-224.
Swain,M.1995.Three functions of output in second language learning.In G.Cook & B.Seidlhofer(Eds.),Principles and practice in applied linguistics:Studies in honour of H.G.Widdowson.New York:Oxford University Press.
Tulving,E.1983.Elements of episodic memory.Clarendon Press,Oxford,UK.
Zhao,G.X.(赵国霞).2002.Classroom Teacher-Student Conversational Interaction and Its Effect on Students Oral English Proficiency.Nanjing Normal University.Unpublished MA thesis.
刘润清(Liu Lunqing).1999.外语教学中的科研方法.北京:外语教学与研究出版社.
秦晓晴(Qin Xiaoqing).2003.外语教学研究中的定量数据分析.武汉:华中科技大学出版社.
施光(Shi Guang).2005.英语课堂中的教师纠错与学生接纳.外国语言文学,4,242-248.
阳志清(Yang Zhiqing)杨烈祥(Yang Liexiang).2006.外语教学中的内隐/外显学习动态权衡观.外语与外语教学,12,23-25.
Bialystok, E. 1982. On the relationship between and using linguistic forms. Applied Linguistic, 3, 181-206.
Brown, H. D. 2001. Principles of Language Learning and Teaching. (3rd edition). Beijing: Foreign Language Teaching and Research Press.
Caroll, S. and Swain, M. 1993. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-366.
Carroll, S., Swain, M. and Roberge, Y. 1992. The role of feedback in adult second language acquisition: error correction and morphological generalizations. Applied Psycholinguistics, 13, 173-198.
Coder, S. P. 1967. The significance of learners' errors. International Review of Applied Linguistic, 5, 161-170.
DeKeyser, R. M. 1993. The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77, 501-514.
DeKeyser, R. M. 1998. Beyond the focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. J. Doughty & J. Williams (Eds), Focus on Form in Second Language Acquisition. New York: Cambridge University Press.
DeKeyser, R. M. 2003. Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-348). Oxford: Blackwell.
Ellis, N. C. 1994. Introduction: Implicit and explicit language learning—an overview. In N. C. Ellis (Ed.), Implicit and Explicit Learning of Languages. San Diego, CA: Academic Press.
Ellis, R. 1993. The structural syllabus and second language acquisition. TESOL Quarterly, 28, 166-172.
Ellis, R. 1994 a. A theory of instructed second language acquisition. In N. Ellis (Ed.), Implicit and Explicit Language Learning. London: Academic Press.
Ellis, R. 1994 b. Second Language Acquisition. Oxford: OUP.
Ellis, R. 1997. SLA Research and Language Teaching. Oxford: Oxford University Press.
Ellis, R. 2004. The definition and measurement of L2 explicit knowledge. Language Learning, 54, 227-275.
Ellis, R. 2005. Measuring implicit and explicit knowledge of a second language: A Psychometric Study. Studies in Second Language Acquisition, 27, 141-172.
Ellis, R., Loewen, S. and Erlam, R. 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.
Gao, H. (高红) 1998. Feedback in Language Classrooms. Beijing Normal University. Unpublished MA thesis.
Gass, S. 1997. Input, Interaction, and the Second Language Learner. Mahwah, NJ: Erlbaum.
Gass, S. and Selinker, L. 2001. Second Language Acquisition: an introduction course (2~(nd) ed.). Mahwah: Lawrence Erlbaum Associates, Publishers.
Han Zhaohong. 2002. A Study of the Impact of Recasts on Tense Consistency in L2 Output. TESOL Quarterly, 4, 543-572.
Hulstijn, J. H. 2002. Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research, 18. 193-223.
Hulstijn, J. H. 2005. Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning. Studies in Second Language Acquisition, 27, 129-140.
Hu, Y. Z. (胡意之). 1999. Error Treatment in EFL classroom. Nanjing University. Unpublished MA thesis.
Jordan, G. 2004. Theory Construction in Second Language Acquisition. John Benjamins Publishing Company.
Kim, H., and Mathes, G. 2001. Explicit vs. implicit corrective feedback. The Korea TESOL Journal, 4, 1-15.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. London: Pergamon.
Long, M. H. 1996. The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of Second Language Acquisition. New York: Academic Press.
Lyster, R. 2004. Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
Lyster, R. and Ranta, L. 1997. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
Mackey, A. 1999. Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-587.
Mathews, R. C, Buss, R. R. and Stanley, W. B. 1989. Role of implicit and explicit processes in learning from examples: A synergistic effects. Journal of Experimental Psychology: Learning, Memory & Cognition, 15(6), 1083-1100.
Panova, I. and Lyster, R. 2002. Patterns of corrective fecdback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
Paradis,M.1994.Neurolinguistic aspects of implicit and explicit memory:Implications for bilingualism and SLA.In N.C.Ellis(Ed.),Implicit and explicit learning of languages.San Diego,CA:Academic Press.
Reber,A.S.1993 Implicit Learning and Tacit Knowledge:An essay in the cognitive unconscious.Oxford:Oxford University Press.
Reber,A.S & Squire,L.R.1994.Parallel brain systems for learning with and without awareness.Learning and Memory,1,217-229.
Rosa,E.M.and Leow,R.P.2004.Awareness,different learning conditions,and second language development.Applied Psycholinguistics,25,269-292.
Schmidt,R.1990.The role of consciousness in second language learning.Applied Linguistics,11,206-226.
Scovel,T.2001.Learning New Language:A Guide to Second Language Acquisition.Heinle & Heinle.
Sharwood Smith,M.1981.Consciousness-raising and the second language learner.Applied Linguistics,2,159-169.
Spada,N.and Lightbown P.M.1993.Instruction and the development of questions in L2 classrooms.Studies in Second Language Acquisition,15,205-224.
Swain,M.1995.Three functions of output in second language learning.In G.Cook & B.Seidlhofer(Eds.),Principles and practice in applied linguistics:Studies in honour of H.G.Widdowson.New York:Oxford University Press.
Tulving,E.1983.Elements of episodic memory.Clarendon Press,Oxford,UK.
Zhao,G.X.(赵国霞).2002.Classroom Teacher-Student Conversational Interaction and Its Effect on Students Oral English Proficiency.Nanjing Normal University.Unpublished MA thesis.
刘润清(Liu Lunqing).1999.外语教学中的科研方法.北京:外语教学与研究出版社.
秦晓晴(Qin Xiaoqing).2003.外语教学研究中的定量数据分析.武汉:华中科技大学出版社.
施光(Shi Guang).2005.英语课堂中的教师纠错与学生接纳.外国语言文学,4,242-248.
阳志清(Yang Zhiqing)杨烈祥(Yang Liexiang).2006.外语教学中的内隐/外显学习动态权衡观.外语与外语教学,12,23-25.
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