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首页> 外文学位 >Towards a new classification of input: An empirical study of the effect of recasts, negative evidence, and enhanced salience on L2 development.
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Towards a new classification of input: An empirical study of the effect of recasts, negative evidence, and enhanced salience on L2 development.

机译：迈向新的投入分类：对重铸，负面证据和显着性对L2发展的影响进行的实证研究。

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摘要

Two interrelated problems which are of crucial importance in second language acquisition theory and research are: (a) determining which types of linguistic input are utilized in the language acquisition process, and (b) investigating the ways in which participation in communicative interaction can promote language development. Recasts (i.e., targetlike reformulations of nontargetlike utterances) have figured prominently in both lines of research, with recent studies documenting significant advantages for learners exposed to this feedback type. While some researchers have maintained that such findings suggest a role for negative evidence (i.e., information regarding the impossibility of certain utterances in the language being learned), this important issue has not been explored directly, as multiple variables are conflated in recasts. Specifically, recasts not only offer implicit negative evidence, but they also provide positive evidence. Moreover, recasts constitute a discourse structure which may enhance the salience of this positive evidence. To date, there is no empirical evidence regarding how recasts promote language development, nor regarding the isolated effects of negative evidence and enhanced salience of positive evidence in oral input.; In order to promote the design of studies which isolate independent features of feedback and input types, this dissertation argues for a new input classification scheme, one in which positive and negative evidence are considered as independent, rather than mutually exclusive, categories. The proposed classification, which includes multiple theoretically-motivated features used to further describe input, is then used in the design of an empirical study in which negative evidence and enhanced salience of positive evidence are isolated.; Seventy-three learners of L2 Spanish engaged in individual communicative interaction with the researcher in one of the following conditions: (a) recasts (i.e., negative evidence and enhanced salience of positive evidence), (b) negative evidence, (c) enhanced salience of positive evidence, (d) unenhanced positive evidence (control). The fact that only the recast and enhanced salience groups performed significantly better than the control group on the posttest and delayed posttest suggests that the utility of recasts derives at least in part from enhanced salience of positive evidence, and that the implicit negative evidence they provide is not a crucial factor.
机译：在第二语言习得理论和研究中至关重要的两个相互关联的问题是：（a）确定在语言习得过程中使用了哪种类型的语言输入，以及（b）研究参与交际互动可以促进语言的方式发展。重铸（即非目标类话语的目标类重构）在这两个研究领域中都占有重要地位，而最近的研究表明，对于暴露于这种反馈类型的学习者而言，它们具有明显的优势。尽管一些研究人员认为这样的发现暗示了负面证据的作用（例如，有关所学语言中某些言语的不可能性的信息），但由于将多个变量合并在重铸中，因此尚未直接探讨这一重要问题。具体而言，重铸不仅提供隐式的负面证据，而且还提供正面的证据。此外，重铸构成一种话语结构，可以增强这种积极证据的重要性。迄今为止，还没有关于重铸如何促进语言发展的经验证据，也没有关于口头输入中负面证据和正面证据显着性增强的孤立影响。为了促进隔离反馈和输入类型独立特征的研究设计，本文提出了一种新的输入分类方案，该方案将正面和负面的证据视为独立而非互斥的类别。拟议的分类包括多个用于进一步描述输入的理论动机特征，然后用于设计实证研究，在实证研究中，阴性证据和阳性证据的显着性被隔离。 73名西班牙语第二语言学习者在以下情况之一与研究人员进行了单独的交流互动：（a）重铸（即负面证据和增强的正面证据显着性），（b）负面证据，（c）显着性增强（d）未增强的积极证据（对照）。只有重铸和增强显着性组在后测和延迟后测中的表现明显好于对照组，这一事实表明，重铸的效用至少部分源自增强了积极证据的显着性，而它们提供的隐式负面证据是不是关键因素。

著录项

  • 作者

    Leeman, Jennifer.;

  • 作者单位

    Georgetown University.;

  • 授予单位 Georgetown University.;
  • 学科 Language Linguistics.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 324 p.
  • 总页数 324
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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