摘要
本文通过与3P语法教学的对比,首次研究了输入加工教学对中国学生英语第三人称单数一般现在时学习的干预对被动语态学习的累积训练迁移效应。结果发现:(1)输入加工教学和传统3P语法教学都具有显著的直接效应,但输入加工教学具有显著的持续效应;(2)与传统3P语法教学相比,输入加工教学的迁移效应出现较早且具有持续效应。研究结果表明,输入加工教学更有利于优化学习者的认知心理和促进学习者的语法形式—意义匹配。
The present study takes the initiative to explore the cumulative transfer-of-training effects of processing instruction on the learning of English past tense from instruction on English 3rd person singular present tense in contrast to the traditional 3P grammar instruction. The results reveal that(1) in comparison with the traditional 3P grammar instruction, processing instruction has a better significant direct effect that can last for two weeks;(2) processing instruction has a rather earlier significant cumulative transfer-of-training effect that can last two weeks. The result indicates that processing instruction is more effective in that it optimizes learners' cognitive psychology in grammatical form-meaning mapping.
出处
《外语研究》
CSSCI
北大核心
2015年第5期44-49,112,共6页
Foreign Languages Research
基金
河北师范大学教师教育改革专项研究重点项目"信息加工模式下的外语教师课堂教学研究"(编号:2015JSJY009)
河北省社会科学基金项目"以区域文化产业发展为导向的河北省新型外语人才培养模式的构建"(编号:HB14JY036)和河北省社会科学基金项目"反馈
学习动机与英语虚拟语气学习关系之研究"(编号:HB13YY015)的部分成果
关键词
输入加工教学
传统3P语法教学
累积训练迁移效应
processing instruction
3P grammar instruction
cumulative transfer-of-training effects
