注意力任务在大学英语教学中地应用 3a语法听写法对写作地影响.pdfVIP

dictogloss? In order to address the above questions, the researcher employed a quantitative dominating qualitative design to examine whether dictogloss could promote the learners’ noticing and hence second language writing proficiency. The quantitative part was an experiment, with pre- and post-tests, and equivalent experimental and control groups. The qualitative part was a follow-up interview on group basis aiming to providemore comprehensive evidence for theresearch hypotheses.The data willbe collected based on their writing scores in two tests along with the qualitative data gainedfrom theinterview. After 15 weeks of experiment, results of the quantitative data and qualitative data imply positive responses to Research Question 1 because the experimental group did perform better than the control group in the posttest. In addition, through the data gained from the tape-recording, the students found themselves engaged very well in this activity and pushed to discover the gap between their own language use and that of the original texts and the practice of dictogloss can help the students notice certain featuresofthetargetlanguageand contributetotheimprovementoftheirwriting. Positive evidence could also be given to Research Question 2 for the results from the detailed analysis of different facets of the Composition show that what the students noticed in the discussion stage of the dictogloss practice actually achieved progress accordingly in their posttest results. In fact, there did exist some certain positive relationship between the practice of doctolgoss and the students’ written output because theexperimental group achieved obvious progress after one semester’s practice. Keywords: Keywords: KKeeyywwoorrddss::NoticingHypothesis,dictogloss, gap,writingproficiency,output v 注意力任务在大学英语教学中 的应用：语法听写法对写作的影响 Krashen的“i+1”输入假设认为学习者只要接受大量可理解