【作者】 韩月芳；

【导师】 张捷鸿； 胡月宝；

【作者基本信息】 山东师范大学 ， 汉语国际教育， 2012， 硕士

【摘要】 近年来,随着认知心理学、信息加工理论、建构主义理论的兴起,研究者己逐渐开始关注人类的心理认知过程,即如何对外界信息进行加工处理进而建构“新图式”的过程。在此大背景下,一轮又一轮的课程改革加速了“教师中心”到“学生中心”概念的转变；然而,“教师怎么教”?“学生如何学”?这些问题一直是困扰教师的难题,语教学亦不例外。二语习得研究领域越来越倾向于对学习者心理认知的分析,探索学习者在二语学习过程中对目标内容的信息加工过程及其心理运作机制。Schmidt根据其学习葡萄牙语的经历提出了“注意假设理论(Noticing Hypothesis)",认为“注意是一个将输入转化为吸收(intake)的必要但不充分条件,没有注意的学习是不可能发生的”,通过教师的有效课堂干预,旨在充分唤起学习者的注意力,对目标内容进行信息加工处理,增大由短时记忆进入长时记忆中的信息量,最终有效提高学习效率。注意是指人的心理活动对外界一定事物的指向和集中,是一切心理活动的开始。俄罗斯教育家乌申斯基曾精辟地指出：“‘注意’是我们心灵的惟一门户,意识中的-切,必然都要经过它才能进来。”也就是说外界的一切必须经过“注意”才能够永久储存在人类的长时记忆中。在第二语言学习过程中,注意是学习者将语言输入有效吸收的重要途径。在课堂教学中,为了让学生有效习得目标内容,最大限度地唤起学生注意力是必须的,也只有得到注意关注的信息才能得到进一步的加工和处理,从而从短时记忆进入到长时记忆,并最终被学生掌握。本文是笔者于新加坡实习期间针对实习班级C4(F)(总共17人,是该年级华文水平最差的一个班：华文学习存在极大的困难,甚至难以完成最基础的汉字认读),提出了将“注意假设理论”应用于目标字教学的先导性实验研究,通过对目标字进行加工处理,对课堂教学进行有效干预,旨在最大程度地唤起学生的注意力,提升学习效果。通过实验数据量化分析,课堂观察以及教师访谈结果质性分析,笔者发现在“注意假设理论”指导下,学生的课堂注意力得到了极大的提升,目标汉字的学习效果较为显著：学生的字形记忆更为深刻；学生能够主动建构字音、字义、字形完整“字图式”本论文包括五章：第一章简要概述本论文的研究背景、研究的实践意义及创新之处、主要研究方法并简述论文的总体框架。第二章综述了注意假设理论的国内外研究现状,并详细阐述了注意假设的来源、定义、影响注意的六大因素以及注意假设与二语习得的关系,并且对国内外汉字教学研究进行了综述。第三章详细阐述了注意假设理论指导下的汉字教学研究及其具体实施过程。第四章呈现具体的结果分析,从量化及质性两个维度进行分析。前者通过后测数据探讨学生学习效果,从以下三个方面进行分析：新设计和传统方法下汉字习得效果对比分析；单个目标字习得效果分析；受试汉字学习效果差异分析。后者从笔者的课堂观察以及对执行教师的访谈进行质性分析。此外,本文对实施注意假设理论的原则进行了相关的总结与归纳。第五章对研究结果进行了进一步总结与概括,并提出了可将该理论应用于对外汉语教学的几项建议,最后本文提出了本研究尚存在的一些局限以及后续研究建议。更多还原

【Abstract】 In recent years, with the rise of cognitive psychology, information processing theory and constructivism, research has gradually begun to focus on the psychological process of human cognition, namely, how we process external information and construct "new sc hema."In this environment, rounds of curriculum reform have accelerated a paradigmatic shift from teacher-centered to student-centered learning; however, teaching and learning m ethodologies have become major problems in the classroom and second-language teaching is not an exception. Second-language acquisition research tends to analyze leamerpsychol ogy and cognition as well as explore the second-language learning process and psycholog ical operation mechanism during the targeted content learning process.In relation to this, Schmidt, with his Portuguese-learning experience, poses the "notic ing hypothesis," claiming that noticing is a necessary, but insufficient, condition transform ing input into intake, and that learning without noticing is impossible. Through the effect ive classroom intervention of teachers, this approach aims to fully arouse learner attentio n, process targeted content, increase information storage transition from short-term to Ion g-term memory and eventually improve learning efficiency.Human pointing and centralizing external things is the beginning of all psychological activity. Ushinsk once observed that "’attention’is the only door in our mind which allo ws the entering of everything in consciousness." To put it simply, nothing in the outside world can obtain permanent storage in human long-term memory without attention. In t he second-language learning process, an important method for the student to effectively a bsorb language is input through attention. In classroom teaching, in order to ensure that the student effectively acquires targeted content, it is essential to maximally arouse the st udent’s attention. Only the information being noticed can get further processing, thus stor age transfer short-term to long-term memory, and eventually mastery.Based on the author’s teaching internship experience, this paper conducts experiment al research applying the "noticing hypothesis" to the teaching of Chinese characters. Thro ugh targeted character processing and effective classroom teaching intervention, the experi ment aims to arouse the attention of students and improve their learning effect to the gre atest possible extent. Both quantitative analysis of experimental data and qualitative analy sis of classroom observation, teacher interview results, the author found that under the g uidance of the "noticing hypothesis,"student attention in class significantly improved and the target character learning effect was substantial:1. completion of glyph memory;2. ac tively constructing a complete "character" schemata containing sound, meaning and glyph.This thesis is mainly divided into five chapters:Chapter one briefly overviews the research background, the practical significance and innovations of this study, the main research methods, and briefly introduces the overall framework of the paper.Chapter two reviews current research on the "noticing hypothesis," both at home an d abroad, and expounds upon its origin, definition, and also the six factors that affect t he "noticing hypothesis." In addition, the relationship between second-language acquisitio n and the "noticing hypothesis," as well as the foreign-language teaching strategies of C hinese characters are reviewed in this chapter.Chapter three explains in detail the character-teaching research and its implementatio n under the guidance of the "noticing hypothesis.’Chapter four presents specific analysis of the study results by means of quantitative and qualitative analysis. The former, through the post-test data, discusses the students’lea rning effects from the following three positions:contrasting the analysis of the character-acquisition effect between the new design and traditional methods as well as single target character acquisition effect analysis. The latter includes qualitative analysis from the aut hor’s classroom observations and teacher interview. In addition, this chapter briefly summ arizes the characteristics of using the noticing hypothesis.Chapter five provides a further summary of the research results as well as several s uggestions for applying the "noticing hypothesis" to teaching Chinese to the speakers of other languages. Finally, this paper points out the existing limitations.更多还原