背诵式语言输入对中国学生二语写作能力发展有效性研究.docVIP

背诵式语言输入对中国学生二语写作能力发展有效性研究 　　摘 要：本文以第二语言习得理论及认知心理学理论为基础, 通过词汇测试、写作前测、后测、背诵测试、背诵报告及背诵水平与写作水平的相关性研究, 探讨背诵式语言输入对中国学生二语写作能力发展的实际功效。研究表明：背诵式语言输入明显有助于中国学生写作词汇、语块的习得和巩固；能有效增强语感、减少学生写作输出中的母语的负迁移；能促进学生写作整体水平的提高； 学生的背诵水平与英语写作水平显著相关。本研究为我国外语写作教学提供了重要的启示：当前我们在探索、尝试新的外语写作教学理论与方法的同时应积极保留我国传统教学方法的精华，充分发挥背诵式语言输入在我国外语写作教学中的实际功效，从而更好地促进中国学生二语写作能力的发展。 　　关键词：背诵式语言输入；第二语言习得理论；认知心理学理论；实际功效；二语写作能力的发展 　　中图分类号：H319文献标识码：A文章编号：1000-5544(2007)04-0052-05 　　Abstract： Based on L2 acquisition theories and cognitive psychological theories, the paper examines the actual efficacy of recitation input for the development of Chinese Tertiary-level students L2 writing proficiency through vocabulary tests, pre-tests of composition, post-tests of composition, recitation tests, recitation reports, and the study of correlation coefficient between the performance of the experimental groups recitation test and that of its post-writing. The study reveals that recitation input is obviously helpful for Chinese students to acquire and reinforce the vocabulary and formulaic chunks that are needed in their writing output; it can effectively enhance the students sense of language and reduce L1 negative transfer in their writing output; it can further improve students overall writing proficiency; the performance of the recitation tests for the experimental group is significantly correlated to that of post-test writing. The study provides important implication for the teaching of EFL writing in China, i.e., while we explore teaching theories and methods of EFL writing at present, we should positively maintain the very essence of our traditional teaching methods and make full use of the actual efficacy of recitation input in the teaching of EFL writing in an effort to facilitate the development of Chinese Tertiary-level students L2 writing proficiency. 　　Key words: recitation input; L2 acquisition theories; cognitive psychological theories; actual efficacy; L2 writing proficiency development 　　 　　1．引言 　　 　　写作一