信阅平台

内容介绍

　　《外语·文化·教学论丛：重铸﹑感知与第二语言发展》是一本研究外语学习重铸现象的专著。从事第二语言研究和教学，对重铸不可不知。
　　作者张珊珊的研究发现绝非偶然，完全是建立在对重铸研究的全面了解之上的。对重铸若无全面深刻的理解，不可能找到有价值的研究课题，遑论寻求突破。《外语·文化·教学论丛：重铸﹑感知与第二语言发展》反映了作者的研究思路，不仅系统介绍了她的研究历程，而且全面简明综述了前人的研究成果，对有志于二语习得研究的学者和研究生一定有重要的借鉴和参考价值。

展开

精彩书摘

　　3．3．2 Measures of Noticing in SLA
　　In cognitive psychology，awareness is usually related to the ability to produce averbal report of a subjective experience．Ericsson&Simon（1984）describe two typesof verbal reports as being the reflection of cognitive processes，namely retrospectivereports and concurrent verbal reports（think aloud protocols）．The former are producedafter the completion of a task whereas the latter take place during on—line taskperformance．According to Ericsson&Simon（1984），the quantity and the reliability otthe data are greatly enhanced if retrospective reports are produced immediately afterthe task．However，they are not always administered immediately after a task．Thus theuse of retrospective verbal reports may be highly fallible given memory constraints．Itis also hard to discern between information heeded during task performance and otherrelated information obtained prior to or following the task．Nonetheless，retrospectivereports provide powerful means of gaining information about specific cognitiveprocesses．
　　As an alternative to retrospective reports，think-aloud protocols can be used toassess learners’cognitive processes concurrent with task performance．According toEricsson&Simon（1984），the method operates under the assumption that“when the CPattends to or activates a structure in memory that is orally encoded，then this structurecan at the same time be vocalized overtly without making additional demands onprocessing time or capacity（p63）．Notwithstanding its potential as a source ofinformation on the learner’S cognitive process，various drawbacks of the method havebeen speculated（Ericsson&Simon，1 984；Schmidt，1995）．Learners may fail to reporteverything that they are aware of；they may not have the metalanguage necessary toreport their subjective experience；memory constraints may limit the amount ofmaterial available for verbal report．It is also likely that think-aloud protocols can alterthe cognitive learning process by making learners produce verbal reports whileprocessinginput．
　　……

展开

Chapter 1 Introduction
1.1 Background to the Study
1.2 Rationale for the Study
1.3 Significance of the Study
1.4 Outline of the Book
Chapter 2 The lnteractionist Approach to Second Language Acquisition
2.1 Nature Versus Nurture
2.2 The Interaction Hypothesis
2.3 Interactions and Tasks
2.4 The Noticing Hypothesis
2.4.1 Three Models of Attention in SLA
2.4.2 Noticing and SLA
2.5 Summary
Chapter 3 Recasts and Second Language Acquisition
3.1 Recasts in L1 Development
3.2 Recasts in L2 Development
3.2.1 Evidence for the Effectiveness of Recasts
3.2.2 Lack of Evidence for the Effectiveness of Recasts
3.3. Perceptual Salience of Recasts
3.3.1 Recasts as Implicit or Explicit Negative Evidence
3.3.2 Measures of Noticing in SLA
3.3.3 Noticing of Recasts
3.3.4 Noticing of Full and Partial Recasts
3.4 Recasts and Repair
3.5 Summary
Chapter 4 The Study
4.1 Research Questions and Hypotheses
4.2 Methodology
4.2.1 Participants
4.2.2 Target Structure
4.2.3 Research Design
4.2.4 Treatment Conditions
4.2.5 Materials
4.2.5.1 Background Questionnaire
4.2.5.2 Treatment Materials
4.2.5.3 Testing Materials
4.2.5.4 Exit Questionnaire
4.2.6 Pilot Testing
4.2.7 Data Collection Procedure
4.2.8 Stimulated Recall
4.2.9 Analysis
4.2.9.1 Transcribing
4.2.9.2 Scoring
4.2.9.3 Coding
4.2.9.4 Interrater Reliability
4.2.9.5 Statistical Analyses
4.3 Summary
Chapter 5 Results
5.1 Perceptions of Recasts
5.2 Perceptions and L2 Development
5.3 Effect of Task Type and Recast Type
5.4 Perceptions and Repair
5.5 Repair and L2 Development
5.6 Summary
Chapter 6 Discussion and Conclusions
6.1 Perceptions of Recasts
6.2 Perceptions and L2 Development
6.3 Effect of Task Type and Recast Type
6.4 Perceptions and Repair
6.5 Repair and L2 Development
6.6 Theoretical Contributions of the Study
6.7 Conclusions
6.8 Implications
6.8.1 Theoretical Implications
6.8.2 Practical Implications
6.9 Limitations
6.10 Future Research
Notes
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Acknowledgements
Index

展开