研究生: |
吳昭玫 Chao-mei Wu |
---|---|
論文名稱: |
輸入式教學法與輸出式教學法對英語假設語氣習得比較效應之研究 A Study of the Comparative Effect of Input-based Grammar Instruction and Output-based Instruction on the Acquisition of the English Subjunctive Mood |
指導教授: |
謝國平
Tse, Kwock-Ping |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2003 |
畢業學年度: | 91 |
語文別: | 英文 |
論文頁數: | 87 |
中文關鍵詞: | 輸入式教學法 、輸入處理教學法 、英語假設語氣 |
英文關鍵詞: | Input-based Instruction, Processing Instruction, Grammar Instruction |
論文種類: | 學術論文 |
相關次數: | 點閱:210 下載:21 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
傳統的文法教學都是以輸出式練習為主。 最近幾年來有些學者提出一種新式的輸入式文法
教學, 這種教學法目的在藉由教導學生策略性的處理輸入來引導學習者建立一個特定句型
及其所代表的意義之關係。本論文旨在研究這兩種教學法對英語假設語氣習得的比教效應
。
受試者是兩班程度相當的高一學生,一班接受輸出式教學,一班接受輸入式教學。他們在
教學結束後立即接受第一次後測,一個月後接受第二次後測考試。兩次考試皆包含理解及
填充造句測驗來評量這兩種教學法在理解力及輸出能力上的效應。
T檢定結果顯示輸入式教學法對理解力有較好的效應,但輸出能力則是視題型的難易度而定
。
The present study aims to investigate the comparative effect of the traditional
out-based instruction and the innovative input-based instruction. Processing
instruction, proposed by Bill VanPatten, aims to direct learners’ processing
of the input containing the target structure. Vanpatten and other proponents
claim that it has better effect than traditional instruction on comprehension
and almost equally good effect on production. However, some researchers argue
that the effect might be affected by the complexity of the target structure
and the difficulty of the tasks.
The target structure of the present study was the English Subjunctive Mood,
which is regarded as difficult both for comprehension and for production by
most Chinese students. The subjects were two intact classes of the first
graders of Yangming Senior High School. One class received tradition
instruction and the other received processing instruction. An immediate
posttest and a delayed posttest were used as means for assessing the effect of
instruction. Both posttests consisted of two types of comprehension tasks and
two types of production tasks.
The results show that the processing group did do better than the traditional
group in all of the comprehension tasks, suggesting better effects for
processing instruction on comprehension. For the production task, the
processing group did almost equally well in the blank-filling task, but their
performance in the sentence-combining task was not satisfactory, suggesting
that the effect really has something to do with the difficulty of the tasks.
When the production task is difficult, output practice is still necessary for
accurate production.
Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review,
89, 369-406.
---. (1987) Skill acquisition: Compilation of weak-method problem solutions.
Psychological Review, 94, 192-210.
---. (1993). Rules of the mind. Hillsdale, NJ: Erlbaum.
Bialystock, E. (1981). The role of linguistic knowledge in second language
use. Studies in Second Language Acquisition, 4, 31-45.
Cadierno, T. (1995). Formal instruction from a processing perspective: An
investigation into the Spanish past tense. The Modern Language Journal, 79,
179-193.
Canale, M., & Swain, M. (1980) Theoretical bases of Communicative Approaches
to second language teaching and testing. Applied Linguistics, 1, 1-47.
Chen, C.Y. (2000). Senior high school EFL teachers’ views on English grammar
instruction. The Proceedings of the ninth International Symposium on English
teaching, 188-197.
Chen, C. S. (2003). Acquisition of English Counterfactual Conditional
Sentences by Chinese Speakers in Taiwan. Unpublished Master Thesis, Arizona
State University. <http://www.asu.edu/clas/English/linguistics/>
Chomsky, N. (1959). A review of B.F. Skinner’s verbal behavior. Language, 35,
26-58.
DeKeyser, R. M., & Sokalski, K. J. (1996). The differential role of
comprehension and production practice. Language learning, 46, 613-642.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford
University Press.
---. (1990). Instructed Second Language Acquisition. Oxford: Basil Blackwell.
---. (1993). The Structural Syllabus and Second Language Acquisition. TESOL
Quarterly, 27, 91-113.
---. (1998). Teaching and Research: Options in Grammar Teaching. TESOL
Quarterly, 32, 39-60.
Fotos, S. and Ellis, R. (1991). Communicating about grammar: A task-based
approach. TESOL Quarterly, 25, 605-28.
Kim, S. K. (2001) Structured input and production practice in foreign’second
language learning. Unpublished doctoral dissertation, Temple University Japan,
Tokyo.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning.
Oxford: Pergamon Press.
---. (1987). Principles and practice in second language acquisition. Englewood
Cliffs, NJ: Prentice Hall.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching.
Oxford: Oxford University Press.
Lightbown, P. & Spada, N. (1990). Focus on form and corrective feedback in
communicative language teaching. Studies in Second Language Acquisition,12,
429-446.
Lightbown, P. (1983). Exploring relationships between developmental and
instructional sequences in L2 acquisition. In H. W. Seliger & M. H. Long (
Eds.), Classroom oriented research in second language acquisition (pp. 217-
245).
Long, M. (1983a). Does second language instruction make a difference? A review
of research. TESOL Quarterly, 17, 359-382.
McLaughlin, B. (1978). The Monitor Model: Some methodological considerations.
Language Learning 28, 309-32.
---. (1987). Theories of second language learning. Baltimore, MD: Edward
Arnold.
---. (1990). Restructuring. Applied Linguistics, 11, 113-28.
Nagata, N. (1995). Production versus comprehension practice in second language
acquisition. Unpublished manuscript, University of San Francisco.
Pica, T. (1983). Adult acquisition of English as a second language under
different conditions of exposure. Language Learning, 33, 465-197.
Pica, T., & Doughty, C. (1985). Input and interaction in the communicative
language classroom: A comparison of teacher-fronted and group activities. In.
S. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 115-
132). Prahbu, N. S. (1987). Second language pedagogy. New York: Oxford
University Press.
Pienemann, M. (1984). Psychological constrains on the teachability of
languages. Studies in Second Language Acquisition, 6, 186-214.
Rutherford, W., & Sharwood S. M. (1986). Consciousness-raising and universal
grammar. Applied Linguistics, 6, 274-281.
Salaberry, M. R. (1997). The role of input and output practice in second
language acquisition. The Canadian Modern Language Review, 53, 422-451.
Schmidt, R., & Frota, S (1986). Developing basic conversational ability in a
second language: a case study of an adult learner of Portuguese. Bewbury
House, Rowley, Mass.
Schmidt, R. (1990). The role of consciousness in second language learning.
Applied Linguistics, 11, 129-158.
Sharwood, S. M. (1981). Consciousness raising and the second language learner.
Applied Linguistics, 2, 159-168.
---. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies
in Second Language Acquisition, 15, 165-180.
Skehan, M. (1996). A framework for the implementation of Task-based instruction
. Applied Linguistics, 17,38-62.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input
and comprehensible output in its development. In S. Gass, & C. Madden (Eds.)
Input in second language acquisition (235-253). Rowley, MA: Newbury House.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes
they generate: A step towards second language learning. Applied Linguistics,
16, 371-391.
Tanaka, Y. (1996). The comprehension and acquisition of relative clauses by
Japan high school students through formal instruction. Unpublished doctoral
dissertation, Temple University Japan, Tokyo.
Terrel, T. D. (1977). A Natural Approach to second language acquisition and
learning. The Modern Language Journal, 61, 325-37.
Terrell, T. D. (1991). The role of grammar instruction in a communicative
approach. The Modern language journal, 75, 52-63.
Vanpatten, B. (1990). Attending to form and content in the input. Studies in
Second Language Acquisition, 12, 287-310.
VanPatten, B. & Cadierno, T. (1993a). Explicit instruction and input
processing. Studies in Second Language Acquisition, 15, 225-243.
---. (1993b). Input processing and second language acquisition:: A role for
instruction. The Modern Language Journal, 77, 45-57.
Vanpatten, B., & Oikkenon, S. (1995). Explanation versus structured input in
processing instruction. Studies in Second Language Acquisition, 18, 495-510.
White, L., Spada, N., Lightbown, P., & Ranta, P. (1991). Input enhancement and
L2 question formation. Applied linguistics, 12, 416-432.
Xu, J. A. (2001). Using processing instruction to teach Wh-questions in second
EFL classes in Taiwan. Unpublished Master Thesis, National Tsing Hua
University, Taiwan.
Zobl, H. (1985). Grammars in search of input and intake. In Gass, S. and
Madden, C (eds.) Input in second language acquisition, pp.329-44. Newbury
House, Rowley, Mass.