摘要
本研究采用变语配对法,并辅以趋同和多维话语评价测量问卷与深度访谈,研究师生趋同感知对中国二语学习者听力习得产生的影响,以及对学习者评教值的影响。结果表明:1)种族趋同感知导致听者对非母语教师产生显著的负面评价,学习者出于偏见而过低地评价他们的口音表现;2)种族趋同感知显著地影响听力成绩(p<0.001);3)种族趋同感知程度与听力成绩负相关,对成绩具有显著预测力(beta=-0.362)。研究结果凸显了心理因素在听力习得中的显著效应,警醒教师及时关注并纠正学习者对非母语教师抱有的种族偏见,避免习得错误。
This research has used the matched guise method, Homophily and multi-dimensional Speech Evaluation Instruments questionnaires, together with interviews, to explore the effects of teacher- learner homophily on the results of learners＇ acquisi- tion, as well as on learners＇ teacher evaluation among Chinese L2 Learners. Our findings are ： （ 1 ） perceived racial homophily has a negative correlation with L2 listeners＇ evaluation and learners under-evaluated non-native instructors＇ English accents merely out of prejudice against them; （2） perceived racial homophily results in statistically significant differences in compre- hension results（ p 〈 0.001 ） ; （3） perceived racial homophily is negatively correlated with comprehension results and can be a statistically significant predicator of comprehension scores （ beta = -0. 362 ）. This research has highlighted the significant im- pact of psycholocal factors on listening acquisition, and raised alarm that teachers should pay immediate attention to and cor- rect learners＇ prejudice against non-native instructors, and avoid mistakes in acquisition.
出处
《外语教学》
CSSCI
北大核心
2017年第4期67-71,82,共6页
Foreign Language Education
基金
国家社会科学基金项目"二语学习者句法能力发展及其影响因素研究"(项目编号:13CYY023)
福建省中青年教师教育科研项目"基于认知语言学的大学英语听力教学及实证研究"(项目编号:JA13678s)的阶段性成果
关键词
趋同
趋同感知
话语评价
习得效果差异
homophily
perceived-homophily
speech evaluation instrument
acquisition effect differences
