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研究生： Richard Wacha
論文名稱： 重複修正技巧在口語教學的應用
Enhancing the Cognitive Efficacy of Recasts: an exploration into the comparative effectiveness of two new forms of recasts
指導教授： 劉宇挺
Liu, Yeu-Ting
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2014
畢業學年度： 102
語文別： 英文
論文頁數： 133
中文關鍵詞： Standard Recast 、Paraphrased Recast 、Elaborated Recast 、Input Processing 、Sequential Processing of Form and Meaning 、Simultaneous Processing of Form and Meaning 、Repeated Measures 、Dynamic Systems Theory (DST)
英文關鍵詞： Standard Recast, Paraphrased Recast, Elaborated Recast, Input Processing, Sequential Processing of Form and Meaning, Simultaneous Processing of Form and Meaning, Repeated Measures, Dynamic Systems Theory
論文種類： 學術論文
相關次數： 點閱：390  下載：45 
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    • 重複語境 是一種可以提供教師糾正學生會話錯誤時普遍運用的教學方式。這是指教師在對話練習中，發現學生錯誤時，以正確的句子再講一次，而不直接糾正，讓學生不會感到太大的挫折，學生可以發現自己錯了，但是又沒有被強迫再講一次的情境。這是許多老師採取的標的語教學方式。這個方式的成效取決於以英語為第二語言的學生，頭腦能否同時注意和思考到教師糾正的文法句型和語意。然而學生在學習中頭腦如何處理教師糾正的文法和語意，是語言輸入教學中值得一再探討的議題。有一個觀點認為 ，學生在句型與語意的發展學習上同時進行。 也就是說， 句型與意義的連結是同時的。另外一個觀點是學生先把焦點放在語意的概括了解，進而再專注到文法句型的錯誤。因此這些學習效果得看老師糾正學生時的句型結構和學生在接受語言輸入後，能否改正習慣性語法錯誤之間的關聯。

    這個研究的目的是加入兩種新設計的方法來作比較。第一種糾正的方法是老師先把正確的句子用另外一種句型重複學生的意思，再修正學生的文法錯誤，第二種糾正的方法是老師重複學生說的意思和同時糾正學生文法錯誤。研究者比較這兩種方法和一般普遍使用的復誦方法，其學生的學習效果有何不同。研究者每星期一次，用英文跟中級程度的學生們，以分组一對一的方式對話。研究者分別以三種不同的方式，重複糾正學生的過去式文法錯誤和語意表達。這個研究計畫持續九個星期。在期間研究者設計了每星期一次的測驗，來追踪學生對過去式文法學習上的進步成效。研究作者不但把這三種重複修正學生錯誤的方法成效作分析和比較，還使用Dynamic Systems Theory來做分析和統計。得知三種不同的語言習得方式，在學術研究上有不同的成果。

    A recast (a teacher‘s reformulation of a language learner‘s incorrect utterance) is a common method of providing corrective feedback to second language learners during communicative practice of the target language (L2). The effectiveness of recasts depends on the ability of second language learners to successfully notice and process them for both form and meaning. However, how language learners process form and meaning in L2 input is still a contested issue. One view is that language learners simultaneously process form and meaning. The other view is that, due to the limitation of working memory, language learners sequentially process input for meaning first and form second. Whether the structure of recasts is in accordance with language learners‘ natural input processing strategies is, therefore, a potential factor influencing the success of recasts in correcting language learners‘ habitual, spoken grammar errors.

    The purpose of this thesis is to evaluate the efficacy of two new forms of recasts, each of which is designed to be more in accordance with one of the above-mentioned views of input processing. The effectiveness of the two new forms of recasts (paraphrased recasts and elaborated recasts) is compared to that of conventional standard recasts. The researcher/teacher engages intermediate-level, student-research participants in weekly, one-on-one, English conversation sessions, during which time the three different types of recasts are used to correct student errors on English past-tense. A repeated measures design is used to track the weekly effects of the three types of recasts on participants‘ performance of past tense over a 9 week, instructional period. In addition to analyzing the comparative effectiveness of the three types of recasts, a Dynamic Systems Theory (DST) perspective of second language acquisition is proposed to explain the language learning patterns of three research participants over the 9 weeks of instruction.

    Table of Contents Chinese Abstract …………………………………………………………......... i Abstract …………………………………………………………………........... iii Acknowledgements ………………………………………………………….… v Table of Contents …………………………………………………………….... vii List of Tables and Figures…………………………………………………….. x Chapter One: Introduction ……………………………………………………. 1 Chapter Two: Literature Review …………………………………………….. 10 2.1 Input Processing ……………………………………………….... 10 2.2 Existing Recast Studies ………………………………………….. 14 2.2.1 Existing Classroom Studies of Recasts ………………….. 14 2.2.2 Insufficiency of Existing Classroom Studies …………….. 15 2.2.3 Existing Laboratory Studies of Recasts…………….…… 17 2.2.4 Insufficiency of Existing Laboratory Studies …………… 18 2.3 Alternatives to Standard Recasts ………………………………. 21 2.4 Sequential Processing of Meaning and Form: Insights from viii Studies of Intermediate L2 Learners …………………………… 25 2.5 Summary ……………………………………………………….. 31 2.6 Research Questions and Hypotheses …………………………... 33 Chapter Three: Methodology ………………………………………………... 35 3.1 Participants …………………………………………………….. 35 3.2 Materials and Design …………………………………………… 38 3.2.1 Target Structure ………………………………………… 38 3.2.2 Type of Treatment and Feedback ………………………. 39 3.3 Procedure ………………………………………………………. 41 3.4 Repeated Measures and Coding ……………………………….. 45 Chapter Four: Results ……………………………………………………….. 48 Chapter Five: Discussion …………………………………………………….. 55 5.1 The Effectiveness of Recasts in General ……………………….. 55 5.2 The Difference in Effectiveness of the Three Types of Recasts …. 58 5.3 Conversational Context Equalizes the Effectiveness of the Three Types of Recasts …………………..……………………………. 61 ix 5.4 Cognitive Challenge of Administering Paraphrased Recasts …. 63 5.5 The Simultaneous Processing of Form and Meaning in Paraphrased Recasts ……………………………..…………….. 68 5.6 Participants’ Learning Trends Reveal a Pattern Over Time: A DST Perspective ……………………………………………… 73 5.7 Pedagogical Applications ……………………………………… 86 Chapter Six: Conclusion …………………………………………………….. 90 6.1 Summary ……………………………………………………….. 90 6.2 Limitations and Future Studies ………………………………… 93 References …………………………………………………………………….. 96 Appendix A: Discussion Topics …………………………………………….. 102 Appendix B: Discussion Questions …………………………………………. 103 Appendix C: Oral Elicitation Tests ………………………………………… 110 Appendix D …………………………………………………………………… 127 D-1 Exit Questionnaire …………………………………………… 127 D-2 Analysis of Exit Questionnaire ……………………………… 132 x List of Tables and Figures Tables Table 1. Experimental Procedure ……………………………………………… 44 Table 2. Description, Purpose and Scoring of Testing Measure ……………… 46 Table 3. Number of Recasts Received by Each Treatment Type ………………. 48 Table 4. Weekly Test Scores and Mean Test Scores for Each Treatment Type … 49 Figures Figure 1. The Performance Trends of the Three Recast Types Over 9 Weeks … 52 Figure 2. The Performance Trends of the Three Recast Types Over 9 Weeks … 76

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