【作者】 刘欢；

【导师】 孙云梅；

【作者基本信息】 华中科技大学 ， 外国语言学及应用语言学， 2023， 硕士

【摘要】 交际意愿对二语学习者的口语产出具有重要意义,交际意愿的相关影响因素一直受到学者们的广泛关注。有关教学的情境因素是重点研究领域之一,已有研究者大多专注于探索教师相关因素、课堂组织模式、课堂氛围等情境因素对二语交际意愿的影响。然而,教学干预作为一种重要的教学情境因素,少有研究者探索教学干预对交际意愿的影响。有诸多教学干预方法可以有效提高二语口语产出,如听说法、情境教学法、任务型教学法等。其中任务型教学中的任务重复对二语口语产出有重要积极影响,因为大多数研究都发现任务重复对二语口语产出的流利性有显著积极影响,准确性和复杂性也有不同程度的积极影响。当前有关任务重复的研究主要关注任务重复的调节变量如何影响任务重复对口语产出效果,而忽略了任务重复如何影响二语交际意愿。本研究从我国中部一所重点大学的非英语专业学生中选取219名学习者问卷调查的研究对象,选取其中76名学习者作为书面访谈的研究对象,旨在探索不同的口语任务重复方式(完全重复、步骤重复、内容重复)对二语口语交际意愿的影响。具体的研究问题为:1)任务重复对中国外语学习者的交际意愿是否有影响?2)不同任务重复类型对二语口语交际意愿强弱不同的学习者有何影响?通过对问卷的正态分布检验、问卷信效度检验、方差齐性检验、单因素方差分析检验和配对样本T检验以及书面访谈数据内容的分析,我们发现:1)步骤重复对交际意愿有显著积极影响,完全重复和内容重复对交际意愿无显著影响。2)完全重复和步骤重复对强交际意愿学习者的交际意愿有显著积极影响,对中交际意愿和弱交际意愿的学习者的交际意愿无显著影响。此外,内容重复对强交际意愿的学习者有显著消极影响,对中交际意愿的学习者有显著积极影响,对弱交际意愿学习者无显著影响。本研究结果不仅对教学者在如何应用任务重复促进学习者的交际意愿方面提供重要教学指导意义,也给二语习得领域的研究者提供重要的启示。更多还原

【Abstract】 Willingness to communicate is vital to L2 oral output.Researchers have attempted to explore the factors that might affect L2 willingness to communicate in speaking.Situational factors in the educational context are one of the key research areas.Moreover,most researchers have focused on exploring the effects of situational factors in the educational context such as teacher-related factors,classroom-organization modes,classroom climate on L2 WTC.However,instructional interventions as important situational factors in the educational context have been paid little attention.Many instructional interventions can improve L2 oral output significantly,such as the audiolingual method,situational teaching method and task-based teaching methods.Among these,task repetition in task-based teaching methods has a significant positive effect on L2 oral output,as most studies have found a significant positive effect of task repetition on fluency and varying degrees of accuracy and complexity in L2 oral output.Current research on task repetition mainly focused on how different variables of task repetition moderate the effects of task repetition on L2 oral output,ignoring whether task repetition affects learners’ WTC.In this study,two hundred and nineteen non-English-major learners from a key university in central China were selected for the questionnaire survey and 76 of them were selected for the written interview,with the aim of exploring the effects of different types of task repetition(exact task repetition,procedural repetition and content repetition)on L2 WTC.The specific research questions addressed were: 1)What are the effects of different types of task repetition on Chinese EFL learners’ WTC? 2)What are the differential effects of task repetition on Chinese EFL learners with different levels of WTC? Through a series analysis of the questionnaire such as normal distribution,reliability and validity,Levene’s test,one-way ANOVA and paired samples t-test and content analysis of the written interview data,we found that:1)Procedural repetition had a significant positive impact on L2 WTC while exact task repetition and content repetition had no significant impact on L2 WTC;2)Exact task repetition and procedural repetition had a significant positive impact on the WTC of learners with weak WTC,but not on the WTC of learners with moderate and strong WTC.Moreover,content repetition had a significant negative impact on the WTC of learners with strong WTC,but a significant positive impact on the WTC of learners with moderate WTC and no significant impact on the WTC of learners with weak WTC.The results of this study not only provide important pedagogical implications for instructors on how to use task repetition in classroom to promote learners’ WTC,but also provide some theoretical insights for researchers in SLA.更多还原