摘要
关于任务前准备的研究大多只考察一次性任务准备对二语产出质量的作用。为了更全面深入理解准备条件的作用机制,本研究将任务重复和教师指导作为重要变量,通过问卷调查和小组访谈法,探究英语学习者完成一系列看图口头叙事任务时的准备行为和对准备条件的看法。结果发现,重复任务与准备的结合能提高准备时间的使用效率,促进准备内容在产出时的运用和对目标语言形式的注意。但教师指导的作用有限,在重复进行任务后其优势更不明显。文章最后讨论了研究结果对课堂教学的启示并指出未来的研究方向。
Research on pre-task planning has mainly focused on the effects of one-time planning on the overall quality of L2 production.In order to gain comprehensive,in-depth understanding of the efficacy of planning conditions,the present study aims to investigate the effects of task repetition and teacher guidance on EFL learners’ planning behavior and their perception of planning conditions when completing a series of picture-prompted oral narrative tasks.Results from questionnaire survey and group interviews showed that task repetition combined with planning could improve the efficiency of using preparation time,the application of planned contents in oral production,and the focus on target linguistic forms during narration.However,the effects of teacher guidance were limited,especially at the end of the experimental period.Pedagogical implications and directions for future study were also discussed.
出处
《语言教育》
2021年第1期33-39,共7页
Language Education
基金
2019年国家社科项目“英汉非论元结构的认知动因及其中介语处理机制研究”(项目编号:19BYY095)的阶段性研究成果。
关键词
任务前准备
准备行为
任务重复
教师指导
pre-task planning
planning behavior
task repetition
teacher guidance
