从学生的角度探讨第二语言德语搭配的发展:一个对比案例研究

IF 3.7 1区 文学 Q1 LINGUISTICS
Griet Boone, June Eyckmans
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引用次数: 0

摘要

尽管在二语习得研究中对搭配学习的研究越来越多,但很少有研究从学习者个体的角度出发,也很少有研究考察个体差异对二语习得的影响。本研究是混合方法纵向项目的定性组成部分,深入探讨了五名讲荷兰语的德语二语学生在三年搭配学习过程中的介绍和回顾观点。它侧重于促进或阻碍二语搭配发展的个体因素,以及有效搭配学习者和不有效搭配学习者在二语动机、接触和使用、学习经验和学习策略方面的差异程度。采用极端抽样策略,选择了5个学习器对比案例(3个有效搭配学习器和2个不有效搭配学习器)。通过半结构化访谈和学习者对五种特定搭配的书面反思来收集数据。结果表明,有效搭配学习者表现出更高的内在动机、更多的非正式学习活动参与、更广泛的第二语言社会互动、更强的搭配意识、更高的自我调节程度和更多的学习策略。基于这些发现,提供了教学意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring collocation development in L2 German from students’ perspective: A contrasting case study
Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study–a qualitative component of a mixed-methods longitudinal project–presents an in-depth exploration of the intro- and retrospective views of five Dutch-speaking L2 students of German on their 3-year collocation learning process. It focuses on the individual factors that enhanced or hindered L2 collocation development, and on the extent to which effective and less effective collocation learners differed regarding their L2 motivation, exposure and use, learning experience, and learning strategies. Extreme sampling strategy was used and five contrasting cases of learners were selected (three effective versus two less effective collocation learners). Data were gathered through semi-structured interviews and learners’ written reflections on five specific collocations. Findings indicate that the effective collocation learners showed a higher intrinsic motivation, more engagement in informal learning activities, more extensive social interaction in the L2, more awareness towards collocations, a higher degree of self-regulation, and a higher number of learning strategies than the less effective collocation learners. Based on these findings, pedagogical implications are provided.
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来源期刊
CiteScore
5.30
自引率
2.90%
发文量
21
审稿时长
12 weeks
期刊介绍: Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.
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