摘要
本研究以四十名非英语专业学生为被试,采用"前测-后测-延迟后测"设计,探究重铸、提示两种反馈类型和明示教学对学习者语用请求习得的影响。通过比较三个实验组(即明示教学组、教学重铸组、教学提示组)和控制组的语用表现,发现课堂反馈对语用习得具有促进作用,但反馈效果没有得到持续保留;提示反馈对语用习得的效果显著优于重铸,教学与提示反馈结合的干预方式对语用习得的促进效果最明显。
This study investigated the effects of two types of corrective feedback, i. e., recasts and prompts, and ex plicit instruction on the acquisition of request speech act by 40 non-English majors. The three treatment groups. i. e. explicit-instruction, instruction-plus-recasts, and instruction-plus-prompts, were compared with a control group on pretest, posttest, and delayed posttest performance. The results revealed that the treatment groups with corrective feedback had significant improvements in the acquisition of request speech act. However, the improvement was not maintained in the delayed posttest. The effect of prompts on pragmatic acquisition was significantly better than that of recasts, and the combination of explicit instruction and prompts was the most effective in facilitating learners' pragmatic acquisition.
出处
《现代外语》
CSSCI
北大核心
2015年第1期73-82,146,共10页
Modern Foreign Languages
基金
江苏省高校哲学社会科学研究项目"英语学习者语用培养现状及教学有效性研究"(2014SJB381)
2014年度江苏省社科应用研究精品工程外语类课题"课堂教学中语用能力培养过程研究"(14jsyw-27)
江苏师范大学校级教育教学研究课题(JYY201430)的阶段性研究成果
关键词
语用习得
重铸
提示反馈
明示教学
请求话语
pragmatic acquisition
recasts
prompts
explicit instruction
request
