TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
任务后语言形式聚焦对英语学习者口语产出的影响.

任务后语言形式聚焦对英语学习者口语产出的影响.

 李, 茜.
 2013.
 tr. 214-226. 中文 ISSN: 10000429
Ngôn ngữ任务后阶段.口语产出.语言形式聚焦.
Tác giả CN 李, 茜.
Nhan đề dịch The effects of post-task focus on form on Chinese EFL learners’ oral performance.
Nhan đề 任务后语言形式聚焦对英语学习者口语产出的影响. / 李茜.
Thông tin xuất bản 2013.
Mô tả vật lý tr. 214-226.
Tóm tắt Given the small body of existing research concerning focus on form at post-task stage in task-based language teaching, the present study adopts post-task transcribing as a focus-on-form activity and explores its effects under various conditions. Task performance was measured in terms of accuracy, syntactic complexity and lexical performance. The results show that post-task transcribing is conducive to language accuracy, syntactic complexity and lexical sophistication. In addition, pair-based transcribing is shown to promote syntactic complexity, and further revision after transcribing is shown to have a positive effect on accuracy but a negative effect on complexity. The paper discusses the results from the perspective of both psycholinguistics and second language acquisition.
Tóm tắt 在任务型教学框架下,本研究探索在任务后阶段让英语学习者在不同条件下进行语言形式聚焦的转写活动对其口语句法复杂度、准确度及词汇表现等方面的影响。实验结果显示,任务后语言形式聚焦有利于提高学习者口语产出的准确度、句法复杂度和词汇复杂度。另外,各种语言形式聚焦条件对口语产出的影响不同,如成对进行的转写活动促进句法复杂度的提高;而转写后对文字稿做进一步修改能有效提升口语准确度,却对句法复杂度具负面影响。本研究从二语习得和心理语言学角度分析了任务后语言形式聚焦的成效机制。
Thuật ngữ chủ đề Ngôn ngữ-Tiếng Trung Quốc-TVĐHHN
Từ khóa tự do 任务后阶段.
Từ khóa tự do 口语产出.
Từ khóa tự do 语言形式聚焦.
Tác giả(bs) CN Li, Quin.
Nguồn trích Foreign language teaching and research.- 2013, Vol. 45, No.2.
Nguồn trích 外语教学与研究- 2013, 第45卷.第2期
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00132823
0022
00443196
005201812171625
008141201s2013 ch| chi
0091 0
022[ ] |a 10000429
035[ ] |a 1456411669
039[ ] |a 20241201154652 |b idtocn |c 20181217162550 |d huongnt |y 20141201102609 |z haont
041[0 ] |a chi
044[ ] |a ch
100[0 ] |a 李, 茜.
242[0 ] |a The effects of post-task focus on form on Chinese EFL learners’ oral performance. |y eng
245[1 0] |a 任务后语言形式聚焦对英语学习者口语产出的影响. / |c 李茜.
260[ ] |c 2013.
300[ ] |a tr. 214-226.
362[0 ] |a Vol. 45, No. 2 (Mar. 2013)
520[ ] |a Given the small body of existing research concerning focus on form at post-task stage in task-based language teaching, the present study adopts post-task transcribing as a focus-on-form activity and explores its effects under various conditions. Task performance was measured in terms of accuracy, syntactic complexity and lexical performance. The results show that post-task transcribing is conducive to language accuracy, syntactic complexity and lexical sophistication. In addition, pair-based transcribing is shown to promote syntactic complexity, and further revision after transcribing is shown to have a positive effect on accuracy but a negative effect on complexity. The paper discusses the results from the perspective of both psycholinguistics and second language acquisition.
520[ ] |a 在任务型教学框架下,本研究探索在任务后阶段让英语学习者在不同条件下进行语言形式聚焦的转写活动对其口语句法复杂度、准确度及词汇表现等方面的影响。实验结果显示,任务后语言形式聚焦有利于提高学习者口语产出的准确度、句法复杂度和词汇复杂度。另外,各种语言形式聚焦条件对口语产出的影响不同,如成对进行的转写活动促进句法复杂度的提高;而转写后对文字稿做进一步修改能有效提升口语准确度,却对句法复杂度具负面影响。本研究从二语习得和心理语言学角度分析了任务后语言形式聚焦的成效机制。
650[0 7] |a Ngôn ngữ |z Tiếng Trung Quốc |2 TVĐHHN
653[0 ] |a 任务后阶段.
653[0 ] |a 口语产出.
653[0 ] |a 语言形式聚焦.
700[0 ] |a Li, Quin.
773[ ] |t Foreign language teaching and research. |g 2013, Vol. 45, No.2.
773[ ] |t 外语教学与研究 |g 2013, 第45卷.第2期
890[ ] |a 0 |b 0 |c 0 |d 0