【作者】 谭艺；

【导师】 韩景泉； 李清平；

【作者基本信息】 中南大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 本研究的焦点在于调查不同英语水平的学习者在显性教导的条件下习得英语请求语的情况。本研究选取了48名大学生作为实验对象。根据他们学习英语的年限和水平测试的分数将他们分为高水平和低水平两个实验小组。采取前后测的方法,通过话语完形法收集了数据。实验结果表明,在显性教导后,两组实验对象在请求语的分布与前侧相比都有了改变。低水平学习者在请求语的习得方面要好于高水平的学习者,因为低水平的学习者明显地减少了直接请求语的使用,并大量增加了暗示的使用,而高水平的学习者减少了间接请求语的使用,增加了直接请求语的使用和暗示的使用。高水平学习者增加的暗示的数目要远远少于低水平学习者增加的数目。实验最显著的一个结果也正是在暗示的习得方面。在中介语语用习得的研究中,暗示似乎是不可教也很难习得的一种请求语。但是在本研究中,两组实验对象都在暗示语的习得中有着很明显的进步。Schmidt(1993)提出学习者必须注意到特定相关的语用知识和情景特征才能开始对语用知识进行编码,因此对于任何学习来说,对于输入的注意都是必须的。本研究中显性教导的有效性也给Schmidt(1993)的注意假设带来了有利的支持。研究结果也表明低水平学习者在习得语用知识方面要优于高水平的学列者。广义上来说,本研究的结果也给Bialystok(1993)的二维模式假设带来了支持。二维模式指出高级阶段的二语学习者主要面临的任务是如何控制运用已经学会的知识而低水平的学习者面临的主要任务还是习得语言知识。最终的结果表明,学习者的语法发展和语用发展是不同步的,正如Bardovi-Harlig(1999)所说的那样,语法水平高并不能保证语用水平高,本研究证明了语法水平高并不能保证习得语用的能力强。更多还原

【Abstract】 The study was set up to investigate the acquisition of requests by learners at different proficiency levels under the condition of explicit instruction. A total of 48 college students took part in the study and the PETS 2 was adopted to measure their overall English proficiency. Then the participants were divided into high and low proficiency groups. The data were collected through DCT and were further coded with the coding scheme provided by CCSARP (Blum-Kulka et al., 1989) and Hassall (2003). Results show that both groups of learners evidenced changes in the distribution of their request strategies. But low-proficiency learners outperformed high-proficiency learners in the acquisition of request as LP learners reduced the use of direct requests and largely increased hints while HP learners increased their use of direct strategies and hints. The most noteworthy findings come from the aspect of non-conventional indirectness. Although it seems that hints are to be acquired late by learners in ILP literature, learners in the study both increased their use of hints greatly after the instruction. The effectiveness of explicit instruction gives supporting evidence to the noticing hypothesis (Schmidt, 1993). Schmidt (1993) argued that learners need to notice the specific relevant pragmalinguistic and contextual features of an event in order to trigger encoding, and that attention to input is a necessary condition for any learning at all. Results also show that LP learners outperformed HP learners in the acquisition of pragmalinguistic knowledge. In a broad sense, the results of the study also support Bialystok’s (1993) two-dimensional model that advanced L2 learners mainly have to acquire processing control over already existing representations and high-proficiency learners can allocate processing resources faster and more accurately than low-proficiency learners. Results in the study show that there is a disparity between grammatical and pragmatic competence development. If high levels of grammatical competence do not guarantee concomitant high levels of pragmatic competence (Bardovi-Harlig, 1999, p. 686), high levels of grammatical competence do not guarantee greater pragmatic development either.更多还原