明确信息和练习类型会影响第二语言复数标记的习得:基于网络的对比教学的经验启示

IF 4.2 1区 文学 Q1 LINGUISTICS
Matt Lucas
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引用次数: 0

摘要

以往的研究表明,关于第一语言(L1)或第二语言(L2)的明确信息(EI)以及任务必需的练习可以促进 L2 学习(例如,Fernández, 2008; McManus, 2022)。然而,很少有研究对 L1-L2 对比性 EI 与 L1/L2 练习进行了研究。本研究以复数标记的准确性为目标,通过让 127 名日语中级英语学习者在四个条件下进行六次在线练习来填补这一空白:(1) 非对比性 EI(复数化规则解释)+ L2 练习;(2) 对比性 EI + L2 练习;(3) 条件 2 + 附加 L1 练习(通过日语后缀 -tachi 将 L2 复数化应用到 L1);(4) 使用介词作为对照,非对比性 EI(介词规则解释)+ L2 练习。通过可接受性判断任务(阅读)和图片描述任务(写作),在前后/延迟间隔对准确性进行测试。统计分析结果表明,在即时后测中,对比变量带来了更大的收益,尤其是 L1 练习,尽管在延迟后测中收益有所减少。来自追溯性访谈和问卷调查的补充数据表明,学生对干预措施持积极态度。这项研究加深了人们对如何根据学习问题的性质,通过基于网络的练习来最大限度地提高 L2 学习效果的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Explicit information and practice type can affect the L2 acquisition of plural marking: Empirical insights from web-based contrastive instruction

Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese intermediate learners of English to six online treatment sessions across four conditions: (1) non-contrastive EI (pluralization rule explanation) + L2 practice, (2) contrastive EI + L2 practice, (3) as per Condition 2 + additional L1 practice (application of L2 pluralization to L1 through the Japanese suffix –tachi), and (4) using prepositions as a control, non-contrastive EI (prepositional rule explanation) + L2 practice. Accuracy was tested at pre/post/delayed intervals using an acceptability judgement task (reading) and a picture description task (writing). Statistical analyses demonstrated greater gains from the contrastive variables in the immediate post-test, with L1 practice appearing especially beneficial, despite improvements diminishing in the delayed post-test. Supplementary data from retroactive interviews and questionnaire responses indicated favourable orientations towards the intervention. The study advances understanding of how EI and practice type can be used to maximize L2 learning through web-based practices tailored to the nature of the learning problem.

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来源期刊
CiteScore
8.00
自引率
9.80%
发文量
52
期刊介绍: Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.
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