认知风格及反馈对大学生二语习得效果研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-24编辑:lgg点击率:3724
论文字数:38479论文编号:org201706212104493162语种:英语 English地区:中国价格:$ 66
关键词:英语教学论文认知风格形聚焦二语习得
摘要:本文是英语教学论文,本研究旨在探讨影响形式教学(FFI)与不同类型对二语习得的反馈。它不仅是对影响重铸和提示FFI在中国语境中,而且对个体差异的中介研究。很少有研究考察认知风格影响纠错反馈的效果。
Chapter OneINTRODUCTION
Communicative teaching method has been prevailing for decades in languageteaching. It is widely employed in foreign/second language teaching in Chineseclassrooms. In the process of teacher-student communication and negotiation, researchshows that different types of teacher feedback have differential effects on student’ssecond language acquisition (Chaudron, 1988; Spada & Lightbown, 1993; Schwartz,1993). The research questions addressed in the present study are 1) Do different typesof feedback effect equally on second language acquisition? 2) Does individualdifference (i.e., cognitive style) affect the effectiveness of feedback?
1.1 Need for the Study
Feedback plays an important role in second language acquisition. It can bepositive or negative. Positive feedback affirms the linguistic correctness or theapproval of the content of learner’s utterance. Negative feedback signals theincorrectness of the meaning or the erroneous form of the language. That is, thelearner’s utterance is “corrective in intent” (Ellis, 2009, p. 3).The past three decades have witnessed heated debates on the role of correctivefeedback in second language acquisition. One of the controversial issues is whetherlearner’s errors should be corrected or not. Nativists posit that second languageacquisition(SLA) depends on positive evidence which activates the internal languagemechanisms and then promotes development of the learner’s interlanguage, whilenegative evidence plays no role on competence acquisition only affecting the development of learned knowledge (Schwartz, 1993). Krashen(1982) also denies theeffect of corrective feedback on SLA. He believes that corrective feedback (CF) willresult in learner’s avoidance of using unfamiliar and complex construction in thepursuit of eliminating errors. According to Krashen, learnt knowledge cannot convertinto acquired knowledge as the two are considered separate and unrelated (Ellis, 1999).Swain’s (1985, 1995) output hypo
thesis emphasizes the importance of output forcomprehensible input is far from enough in second language development. Swainclaims that corrective feedback can push the learners to repair the non-target-likelanguage and produce modified output which enables the learners to internalize thelearned knowledge. With interaction hypothesis, Long (1996) argues that correctivefeedback facilitates L2 acquisition in that interaction connects “input, internal learnercapacities, particularly selective attention, and output in productive ways” (p. 451-452).“Negotiation for meaning” in interaction can induce learner’s notice of the gapbetween the interlanguage and the target language (Gass, 2003).
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1.2 Significance of the Study
The present study aims to examine the effects of form-focused instruction (FFI)together with different types of feedback on second language acquisition. It is not onlya reevaluation of the effects of recasts and prompts with FFI in Chinese context, butalso a research on the mediator of individual differences. Few studies have examinedto what extent cognitive style affects the efficacy of corrective feedback. Thus, anotherobjective of the study is to investigate whether cognitive style has any influence on theeffect of oral corrective feedback in Chinese college students’ English acquisition. Theresults of this study will provide insight into the issue of whether corrective feedbackshould be matched
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