摘要
本研究对比了前分离型、后分离型和融入型形式聚焦教学时机对不同水平英语学习者习得难语法点的显性和隐性知识的效果。三个自然班的初中生被随机分为前分离组、后分离组和融入组接受不同时机的形式聚焦教学,每组学生又被分为高低水平组。学生的显性知识通过错误改正测试测量,隐性知识通过限时语法判断测试测量。结果表明,前分离型对高低水平学习者显性知识的效果更好,而三种形式聚焦教学时机对高低水平学习者隐性知识的效果相当,学习者的显性知识比隐性知识提升的更明显。
This study compared the effects of before-isolated,after-isolated and integrated form-focused instruction(FFI)timing on different levels’students’explicit and implicit knowledge in learning difficult grammatical feature.Middle school students from 3 intact classes were randomly assigned to before-isolated,after-isolated and integrated groups,and each group was subdivided into high and low proficiency groups.Students’explicit knowledge was measured through an error correction test and their implicit knowledge was measured through a timed grammatical judgment test.Results show that before-isolated FFI was more effective for developing both high and low proficiency students’explicit knowledge,while the three FFI timing worked equally for developing students’implicit knowledge,and students’explicit knowledge developed better than implicit knowledge.
作者
李昶颖
徐锦芬
LI Changying;XU Jinfen
出处
《外语教育研究前沿》
2023年第1期60-66,94,共8页
Foreign Language Education in China
基金
2021年度教育部人文社会科学研究项目“我国基础阶段英语学习者语法学习策略及其与语法能力的相关性研究”(项目编号:21YJC740025)的部分成果。
关键词
形式聚焦教学时机
水平
语法习得
显性和隐性知识
form-focused instruction timing
proficiency level
grammar learning
explicit and implicit knowledge
