【作者】 葛现茹；

【导师】 戴炜栋；

【作者基本信息】 上海外国语大学 ， 英语语言文学， 2006， 博士

【摘要】 本文试图探索焦点式语言教学对学习者有意识地注意并习得某一语言特征的促进作用。主要回答以下四个问题:1.焦点式语言教学是否促进学习者对语言形式特征的注意?2.焦点式语言教学是否促进学习者对目标语言形式的习得?3.学习者习得的程度是否与注意的水平相关?4.有哪些因素影响学习者对语言形式的注意从而影响焦点式语言教学的有效性?在第二语言习得(二语习得)研究领域,人们普遍认为在课堂语言教学中,把学习者的注意力导向语言的形式特征有助于对该形式的习得。但是,对于如何有效地引导学习者的注意力,使学习者在学习过程中兼顾语言的形式和意义,研究者的意见不尽一致。在外语教学史上,这一有争议的话题体现在教学法的演变中,不同的教学法对语言形式和规则的侧重也不同。本文第一章简单回顾了这一历史。在众多语言教学模式和理论中,Long提出的“聚焦于形”强调对语言形式的注意不应该是孤立的、脱离语境的,而应该是融入有意义的交际过程中的。在该理论指导下,研究者设计了各种教学方法和技巧(本文把这些方法和技巧统称为“焦点式语言教学”),并进行了大量的实证研究,从不同方面探索和检验它们在教学实践中的效果。第一章详细介绍了Long的理论并回顾了相关研究成果,进而分析了该理论的认知基础,同时指出学习者注意力资源的合理分配是决定焦点式语言教学有效性的关键因素。因此,本文在第二章借鉴认知心理学领域的研究成果探讨了注意力和意识在语言学习中的作用,以期进一步探索焦点式语言教学的认知原理。文章指出,注意力对于理解二语习得的各个方面都是必要的,比如对输入的选择、加工和吸收,以及对中介语系统的重构等。意识作为注意力的主观经验,其作用受到了很多研究者的质疑。但是,Schmidt提出的“注意假说”肯定了意识在语言学习中的重要作用,并指出学习者必须有意识地注意到某一特定的语言形式,才能够对该形式进行认知加工和吸收。此外,有很多研究也表明在语言习得过程中有不同层次的意识存在,而且它们对语言学习有促进作用。因此,本文认为较高水平的意识,即对语言规则的理解,在外语学更多还原

【Abstract】 This dissertation attempts to explore the role of focus-on-form instruction in promoting learners’noticing of the formal properties of certain linguistic forms, and in facilitating the subsequent learning of the target forms. It mainly addresses four research questions:1. Does focus-on-form instruction promote learners’noticing of the specific linguistic form?2. Does focus-on-form instruction facilitate acquisition of the linguistic form?3. Does the level of noticing correlate with the level of achievement?4. What are the factors that may affect the process of noticing and hence the effectiveness of focus-on-form instruction?It has been generally agreed upon in SLA research that directing learners’attention to linguistic features in classroom second language learning is conducive to the acquisition of them. However, researchers are not unanimous on the effective ways of directing learners’attention to the formal properties of linguistic forms. In the history of second language teaching, this subject of controversy was embodied in the permutation of various teaching methodologies, which is touched upon in Chapter One. This constitutes the background information for the present study. Based on the proposal, put forward by Long (1991), that focus on form rather than focus on forms integrates learners’attention to form and meaning simultaneously, various focus-on-form techniques have been empirically explored to determine their effect, which is reviewed in Chapter One. In particular, it is pointed out that, different from other options in language teaching, focus on form involves learners’brief and perhaps simultaneous attending to form, meaning and use during one cognitive event. This is claimed to facilitate the cognitive mapping among linguistic form, meaning and the function of it, which is considered fundamental to successful language learning. In the operationalization of focus on form, special emphasis has been put on the key construct—selective attention, or the allocation of learners’focal attention, which provides focus-on-form instruction with a cognitively explanatory potential.更多还原