参及模式对中国英语学习者在任务型互动中自发注意语言形式影响

1、The Effect of Participation Pattern onLearner-initiated Attention to Form DuringTask-based Interaction-A study in the Chinese EFL contextA Thesis Submitted to Chongqing Universityin Partial Fulfillment of the Requirement for theDegree of Master of ArtsByWang MingmeiSupervised byAss. Prof. Xiang Chao

2、hongMajor: Linguistics and Applied LinguisticsCollege of Foreign LanguagesChongqing University, Chongqing, ChinaOctober 2008MA Dissertation of Chongqing University摘要中文摘要近年来，基于“注意假设”和“互动假设”而提出的形式教学受到了广泛的关注。已有研究表明学生对语言形式的注意会受到如学生水平(如：Williams, 1999; Leeser,2004)、参与模式 (如：Doughty 和 Pica, 1986; Polley, 2

3、007; Shehadeh, 2004)等因素的影响。然而几乎没有研究者考察参与模式对学生注意语言形式的影响是否会受到学生水平的调节，也几乎没有研究者研究参与模式是否会影响学生正确地解决他们所注意到的语言问题。本研究考察了参与模式对学生自发注意语言形式以及对学生正确地解决所注意到的语言问题的影响。具体提出了以下四个研究问题： 参与模式是否会影响学生自发注意语言形式的程度？如果是的话，那么：参与模式对学生自发注意语言形式的程度的影响是否会受到学生水平的调节？参与模式是否会影响学生正确地解决所注意到的语言问题？如果是的话，那么：参与模式对学生正确地解决所注意到的语言问题的影响是否会受到学生水平的调

4、节？来自四川某师范大学的 192 名英语专业学生(代表中等水平的 96 名一年级学生和代表高水平的 96 名三年级学生)参加了本次研究。每个水平层次的学生中的一半被组合成 24 个对子，另一半组成 12 个 4 人小组，总共 48 个对子和 24 个小组参与了此次实验。本研究对两个水平层次的两种参与模式均采用了相同的实验步骤和相同的口语任务（即拼图式任务）。同时对每个对子和小组的互动都用 MP3 进行了录音，并将 960 分钟的录音转写成文字。在学生的互动中共出现了 385 个语言问题，其中 224 个语言问题被学生注意到。在被学生注意到的语言问题中，共有 156 个被正确解决。通过 SPSS

5、 14.0 统计分析，结果表明：参与模式对学生自发注意语言形式的程度有着显著的影响。对子中的学生比小组中的学生能更多地关注语言形式。参与模式对学生自发注意语言形式程度的影响不受学生水平的调节。两个水平层次的学生均能在对子活动中更多地注意语言形式。参与模式对学生正确地解决语言问题有着显著影响。小组中的学生比对子中的学生能正确地解决更多的语言问题。参与模式对学生正确地解决语言问题的影响会受到学生水平的调节。较高水平的学生在小组中比在对子中能正确地解决更多的语言问题；较低水平的学生在小组中虽然比在对子中能正确地解决较多的语言问题，但并没有达到显著差异。前人的研究认为对子活动比小组活动更能引起学生对语

6、言形式的注意(如：Doughty 和 Pica, 1986, Polley, 2007; Shehadeh, 2004)，本研究证实了这一结果。同时本研究也有一个新的发现：小组活动中，较高水平的学生比较低水平学生能更好地解决语言问题。作者认为对子活动比小组活动更能引起学生对语言形式的注IMA Dissertation of Chongqing University中文摘要意主要是因为在对子中，人均发言的机会较多，同时对子中的环境相对宽松，学生面子观点相对较轻，因而在指出语言问题时他们的顾虑较少；小组活动中，较高水平的学生比较低水平学生能更好地解决所注意到的语言问题的根本原因可能在于学生的语言水

7、平决定着他们正确地解决语言问题的能力。关键词：注意假设；互动假设；参与模式；学生自发产生的形式注意；中国英语学习者IIMA Dissertation of Chongqing UniversityABSTRACTABSTRACTMotivated by the Noticing Hypothesis and the Interaction Hypothesis, focus onform has been under heated discussion in recent years. Previous research suggests thatlearners attention to f

8、orm may be affected by factors such as learners proficiency level(Williams, 1999; Leeser, 2004) and participation pattern (Doughty & Pica, 1986; Polley,2007; Shehadeh, 2004). Yet, almost no research has been done to investigate whetherthe effect of participation pattern on learners attention to form

9、 can be moderated bylearners proficiency level and whether participation pattern affects learners correctsolution to the linguistic problems attended to.This paper reports on a study which investigated the effects of participation patternon learner-initiated attention to language form and learners c

10、orrect solutions to thelinguistic problems attended to. To be specific, four research questions were addressed: Does participation pattern have effect on the extent of learner-initiated attention toform? If so, Is the effect of participation pattern on the extent of learner-initiatedattention to for

11、m moderated by learners proficiency level? Does participationpattern have effect on learners correct solutions to linguistic problems attended to? Ifso, Is the effect of participation pattern on learners correct solutions to linguisticproblems attended to moderated by learners proficiency level? Tog

12、ether 192 Englishmajors representing two different proficiency levels from a normal university inSichuan, China participated in this study. Half of the learners from each level weregrouped into 24 pairs and the other half were grouped into 12 small groups of four.Together 48 pairs and 24 small group

13、s of participants were involved in this study. Datainvolving both pair and small group participation patterns were collected through thesame procedure for both levels using a jigsaw task. The interaction of each pair andsmall group was recorded with an MP3 player. 960 minutes recordings were obtaine

14、dand transcribed. A total of 385 linguistic problems were found in learners interactions,among which, 224 problems had been attended to by learners and generated intolanguage-related episodes (LREs). Among the 224 LREs, 156 problems were solvedcorrectly. These figures were computed in the SPSS 14.0

15、program. Results showed that: Participation pattern had significant effect on the extent of learner-initiated attentionto form. Learners in pairs paid more attention to form than those in small groups. The effect of participation pattern on the extent of learner-initiated attention to form wasIIIMA

16、Dissertation of Chongqing UniversityABSTRACTNOT moderated by learners proficiency level. Both juniors and freshmen working inpairs directed more attention to language form. Participation pattern had significanteffect on learners correct solutions to linguistic problems attended to. Learners in small

17、groups tended to solve more problems correctly than those in pairs. The effect ofparticipation pattern on learners correct solutions to linguistic problems attended toWAS moderated by learners proficiency level. Juniors working in small groups couldsolve more problems correctly than those working in

18、 pairs. However, no significanteffect of participation pattern on freshmens correct solutions to linguistic problems wasfound though freshmen in small groups solved a few more problems than those in pairs.This study confirmed the previous studies which claimed that pair interaction givesmore opportu

19、nities for learners to attend to language form (Doughty & Pica, 1986,Polley, 2007; Shehadeh, 2004). In addition, this study also came up with a new finding:in small groups, learners of higher proficiency performed better than those of lowerproficiency in solving linguistic problems correctly. The re

20、sult that pair membersdirected more attention to form might primarily be due to the more opportunities oftalking and less face-threatening nature in pair condition. And the reason of higherproficient learners performed better in solving problems correctly than lower proficientlearners might be that

21、learners ability in solving language problems correctly mainlydepends on their proficiency.Key Words: the Noticing Hypothesis; the Interaction Hypothesis; participation pattern;learner-initiated attention to form; Chinese learners of EnglishIVMA Dissertation of Chongqing UniversityTABLE OF CONTENTST

22、ABLE OF CONTENTS中文摘要.IABSTRACT . IIITABLE OF CONTENTS.VCHAPTER ONE INTRODUCTION . 11.1 PURPOSE OF THE STUDY . 11.2 SIGNIFICANCE OF THE STUDY . 21.3 CONTENTS OF THE REMAINING CHAPTERS . 3CHAPTER TWO LITERATURE REVIEW . 42.1 FOCUS ON FORM (FONF) . 42.1.1 Background of Focus on Form . 42.1.2 Definition

23、 and Characteristics of Focus on Form . 62.1.3 Relationship among Focus on Forms, Focus on Form, Focus on Meaning andForm-focused Instruction. 72.1.4 Types of Focus on Form . 92.1.5 Language related Episodes (LREs). 102.2 THEORETICAL FOUNDATIONS FOR FOCUS ON FORM. 112.2.1 The Noticing Hypothesis . 1

24、12.2.2 The Interaction Hypothesis. 132.3 EMPIRICAL STUDIES ON FOCUS ON FORM . 142.3.1 Focus on Form and the Second Language Learning. 142.3.2 Factors Affecting Learners Attention to Form. 162.3.3 Limitations of Previous Research on Participation Pattern and Attention to Form . 192.4 SUMMARY . 20CHAP

25、TER THREE THE PRESENT STUDY. 213.1 RESEARCH PURPOSE AND QUESTIONS. 213.2 OPERATIONALIZATIONS OF VARIABLES. 213.2.1 Participation Pattern . 213.2.2 Proficiency Level. 213.2.3 Extent of Learner-initiated Attention to Form . 223.2.4 Learners Correct Solutions to Linguistic Problems Attended to . 223.3

26、METHOD . 22VMA Dissertation of Chongqing UniversityTABLE OF CONTENTS3.3.1 The Research Site . 223.3.2 Participants . 233.3.3 Oral Task . 233.3.4 Equipment. 233.3.5 Scoring Criteria. 243.3.6 Pilot Study . 243.3.7 Data Collection . 243.3.8 Transcription and Identification . 263.3.9 Scoring. 293.4 SUMM

27、ARY . 30CHAPTER FOURRESULTS AND DISCUSSIONS . 324.1 RESULTS . 324.1.1 Does Participation Pattern Have Effect on the Extent of Learner-initiated Attention toForm?. 324.1.2 Is the Effect of Participation Pattern on the Extent of Learner-initiated Attention toForm Moderated by Learners Proficiency Leve

28、l? . 344.1.3 Does Participation Pattern Have Effect on Learners Correct Solutions to LinguisticProblems Attended to?. 364.1.4 Is the Effect of Participation Pattern on Learners Correct Solutions to LinguisticProblems Attended to Moderated by Learners Proficiency Level? . 374.2 DISCUSSIONS . 394.2.1

29、Does Participation Pattern Have Effect on the Extent of Learner-initiated Attention toForm?. 394.2.2 Is the Effect of Participation Pattern on the Extent of Learner-initiated Attention toForm Moderated by Learners Proficiency Level? . 404.2.3 Does Participation Pattern Have Effect on Learners Correc

30、t Solutions to LinguisticProblems Attended to?. 414.2.4 Is the Effect of Participation Pattern on Learners Correct Solutions to LinguisticProblems Attended to Moderated by Learners Proficiency Level? . 424.3 SUMMARY . 43CHAPTER FIVECONCLUSION. 445.1 SUMMARY OF THE STUDY . 445.2 IMPLICATIONS . 445.3

31、LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH. 45VIMA Dissertation of Chongqing UniversityTABLE OF CONTENTSACKNOWLEDGEMENTS . 47REFERENCES . 48APPENDIXES . 53APPENDIX A JIGSAW TASK USED FOR THE PRACTICE SESSION . 53APPENDIX BJIGSAW TASK USED FOR THE RECORDED SESSION . 54APPENDIX C TRANSCRIPTION C

32、ONVENTIONS. 55APPENDIX D A SAMPLE OF TRANSCRIPTS . 56APPENDIX EARTICLE PUBLISHED DURING M.A. STUDIES . 60VIIMA Dissertation of Chongqing UniversityCHAPTER ONEChapter OneINTRODUCTIONIntroductionThe field of second language pedagogy is now witnessing a strong interest in theidea of focus on form and t

33、he suggestion that attention to form should be encouraged incommunicative language classrooms (Doughty & Williams, 1998). Some secondlanguage acquisition theorists took the view that instruction that includes focus on formis superior to the purely meaning-focused instruction because focus on form ca

34、nincrease the salience of positive evidence, in the form of direct or indirect negativefeedback (e.g. Long, 1996). Many empirical studies (e.g., Lightbown and Spada, 1990;Doughty, 1991; Doughty & Varela, 1998) also reported positive effects of focus on form(hereafter refers to FonF) on L2 learning.

35、The present study was carried out based onthe assumption that some degree of focus on form facilitates the development of targetlike use of a second or foreign language.1.1 Purpose of the StudyThis study set out to investigate the effect of participation pattern (pair and smallgroup of four) on lear

36、ner-initiated attention to form in meaning-oriented EFL classroomtask-based interaction. Two primary aspects were addressed in this study: the effect ofparticipation pattern on the extent of learner-initiated attention to form; and the effect ofparticipation pattern on learners correct solutions to

37、linguistic problems attended to.The purpose of the present study was to further the research which investigated theeffects of participation pattern on learners attention to form since those studies failed toinvestigate whether the effect of participation pattern on learners attention to form wasmode

38、rated by learners proficiency level and failed to examine whether the participationpattern affected learners correct solutions to linguistic problems attended to. In thepresent study, these two aspects were examined specifically. This study was motivatedby the following two findings that previous st

39、udies indicated: the most basic differenceamong learners is proficiency level (Williams, 1999), and the correct solutions tolinguistic problem are of great benefit for learners language development (Williams,2001).The second purpose of the present study was to compare learners attention toform in tw

40、o different contexts. Previous studies examining the effect of participationpattern on learners attention to form were all done in an ESL (English as a second1MA Dissertation of Chongqing UniversityChapter OneIntroductionlanguage) context which is quite different from an EFL (English as a foreign language)setting. As Gass and Selinker (2001) claimed, “The most important difference betweenan ESL context and EFL context is that learners ha