英语语法伴随习得的实验研究

心理与行为研究 ›› 2010, Vol. 8 ›› Issue (1): 43-48.

英语语法伴随习得的实验研究

赵斯曼¹, 孙连荣^{1, 2}, 郭秀艳¹

1 华东师范大学心理与认知科学学院,上海 200062;
2 宁波大学心理系,宁波 351211

收稿日期:2009-06-02 出版日期:2010-03-20 发布日期:2015-01-20
通讯作者: 郭秀艳,女,华东师范大学心理与认知科学学院教授,博士生导师。Email: xyguo@psy.ecnu.edu.cn。
作者简介:赵斯曼,女,华东师范大学心理与认知科学学院硕士生。
基金资助:
本研究得到教育部哲学社会科学研究重大攻关06JZD0039项目、全国教育科学“十五”重点课题国家青年基金课题CBA050037项目和国家自然科学基金面上项目30870782的资助

AN EXPERIMENTAL STUDY ON ENGLISH GRAMMAR INCIDENTAL ACQUISITION

Zhao Siman¹,Sun Lianrong^1,2,Guo Xiuyan¹

1 Psychological and Cognitive Science School, East China Normal University, Shanghai 200062;
2 Psychology Department of Ningbo University, Ningbo 315211

Received:2009-06-02 Online:2010-03-20 Published:2015-01-20

摘要/Abstract

摘要： 采用指导语分离程序,探讨“阅读翻译”和“规则找寻”两种指导形式下,初一学生英语宾语从句规则学习的过程及心理机制。研究结果表明：（1）英语“阅读翻译”中存在“语法伴随习得”;（2）这种伴随习得在一定程度上表现为直觉,表明它具有一定的内隐性;（3）测试过程中出现了“记忆依据优先”现象。

关键词: 阅读翻译, 规则找寻, 伴随习得, 二语学习

Abstract: Using the instruction dissociation procedure, the study researched the learning process and mechanism of English object clause with the“reading-translation”and the“rule-looking-for”of grade-one students in secondary school. The results as follows,(1)“Grammar incidental acquisition”happened in the reading-translation process;(2)to some extent,“Grammar incidental acquisition”came from the intuition and indicated the implicit effect;(3)“Memory priority”emerged during the test process.

Key words: reading-translation, rule-looking-for, incidental acquisition bilingual learning

中图分类号:

G442

赵斯曼, 孙连荣, 郭秀艳. 英语语法伴随习得的实验研究[J]. 心理与行为研究, 2010, 8(1): 43-48.

Zhao Siman,Sun Lianrong,Guo Xiuyan. AN EXPERIMENTAL STUDY ON ENGLISH GRAMMAR INCIDENTAL ACQUISITION[J]. Studies of Psychology and Behavior, 2010, 8(1): 43-48.

参考文献

1 Nagy W, Herman P, Anderson R. Learning words from context. Reading Research Quarterly, 1985, 20: 233-253
2 Laufer B, Hulstijn J H. Incidental vocabulary acquisition in a second language: The construct of task induced involvement. Applied Linguistic, 2001, 22(1): 1-26
3 Pulido D. Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 2003, 53(2): 233-284
4 Joe A. What effects do text based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 1998, 19: 357-377
5 Hulstijn J H. Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity// Robinson P. Cognition and Second Language Instruction. Cambridge, Cambridge University Press, 2001, 258-286
6 盖淑华. 词汇附带习得研究概述. 解放军外国语学院学报, 2003(a), 2: 73-76
7 Gass S I. Svetics S. Lemelin. Differential dffects of attention. Language Learning, 2003, 53(3): 497-545
8 Krashen S D. The input hypothesis: Issues and iImplictions. London: Longman, 1985
9 Hulstijn J H, Van Gelderen A, Schoonen R. Automatization in second language acquisition: What does the coefficient of variation tell us? Applied Psycholinguistics, 2009, 30(4): 555-582
10 Reber A S. Implicit learning and tacit knowledge: an essay on the cognitive unconscious. New York: Oxford Universtiy Press, 2003
11 Williams J. Implicit learning of form-meaning connections// Williams J, VanPatten B, Rott S, Overstreet M. Form Meaning Connections in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. 2004, 203-218
12Singleton D. Introduction: A critical look at the critical period Hypothesis in second language acquisition research//Singleton D, Lengyel Z. The Age Factor in Second Language Acquisition. Clevedon. 1995
13Costra A, Hernández M, Sebastián-Gallés N. Bilingualism aid conflict resolution: Evidence from the ANT task. Cognition, 2008, 106(1): 59-86
14郭晶晶, 陈宝国. 浮现理论及其对第二语言获得年龄效应的新解释. 心理科学, 2007, 30(2): 500-503
15虞旻泓, 刘爱伦. 内隐学习在第二语言语音学习中的作用. 心理科学, 2006, 29(3): 631-634
16Robinson P. Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 1996, 18(1): 27-76
17Abutalebi J, Green D. Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 2007, 20(3): 242-275
18WangY, Xue G, Chen C, et al. Neural bases of asymmetric language switching in second-language learners: An ERP-fMRI study. NeuroImage, 2007, 35(2): 862-870
19Miyawaki K, Sato A, Yasuda A, et al. Explicit knowledge and intentionto learn in sequence learning: An event-related potential study. Neuroreport, 2005, 16(7): 705-708
20Dienes Z. Assumptions of subjective measures of unconscious mental states: Higher order thoughts and bias. Journal of Consciousness Studies, 2004, 11, 25-45
21郭秀艳, 朱磊, 邹庆宇. 内隐学习的主观测量标准. 心理科学, 2005, 28(5): 1192-1195
22Roediger H L, Guynn M J. Retrieval processes// Bjork E L, Bjork R A/. Memory. San Diego, CA, US: Academic Press, 1996
23唐菁华, 孙连荣, 陈维雯, 郭秀艳. 测验方式对内隐规则提取的影响. 心理科学, 2009, 32(1): 9-92
24赵素妮, 邓铁. 二语词汇习得中背诵法与附带习得法的实证研究. 河北北方学院学报, 2007, 23(5): 7-70
25李红, 田秋香. 第二语言词汇附带习得研究. 外语教学. 2005, 26(3): 52-55
26Ellis N C. At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 2005, 27(2): 305-352
27许洪, 武卫. 通过阅读附带学习英语词汇的实证研究. 外国语言文学, 2007, 92(2): 311-315
28邹启明, 郭进军. 英语阅读中影响词汇附带习得的因素. 广东外语外贸大学学报, 2008, 19(2): 97-100
29石睿. 翻译法教学琐谈. 语言与翻译, 1999, 60(4): 52
30王俊菊. 教学翻译与英语教学——一个长期被人忽视的问题. 山东大学学报（哲学社会科学版）, 2002, (4): 35-38

[1]	龚少英, 韩雨丝, 王祯, 徐升, 刘小先. 基于计算机的反馈复杂性和先前知识对学习的影响[J]. 心理与行为研究, 2019, 17(6): 765-772.
[2]	曲可佳, 徐彤, 王景玉. 学习域知识的熟悉程度和样例设计对学习浓度百分数应用题的影响[J]. 心理与行为研究, 2019, 17(5): 596-603.
[3]	柳笛. 不同亚型数学学习困难儿童应用题问题表征过程的研究[J]. 心理与行为研究, 2018, 16(4): 497-504.
[4]	张微. 注意缺陷多动障碍（ADHD）儿童的工作记忆：基础加工缺陷还是执行功能问题[J]. 心理与行为研究, 2016, 14(4): 438-445.
[5]	康玥媛,张楠,王光明,佘文娟,刘艳云. 高效率数学学习高中生数学成绩的影响路径[J]. 心理与行为研究, 2016, 14(3): 352-359.
[6]	何伯锋；蔡笑岳. 初一学生数学学习的学科领域知识表征特点[J]. , 2012, 10(1): 38-43.
[7]	王敬欣,张阔,付立菲. 大学生专业适应性、学习倦怠与学习策略的关系[J]. 心理与行为研究, 2010, 8(2): 126-132.
[8]	曾天德,潘小焮,周艳希. 学优儿童学习适应性、学习习惯和应试技能及其关系[J]. 心理与行为研究, 2008, 6(4): 296-300.
[9]	王可, 林崇德. 中学生写作文本形成能力的发展特点[J]. , 2008, 6(1): 11-16.
[10]	王恩国, 阴国恩吕勇. 中学生学习策略发展研究[J]. , 2007, 5(3): 183-187.
[11]	李金波许百华. 初中生成就目标定向、学习策略与学业成绩之间的关系研究[J]. , 2007, 5(3): 199-203.
[12]	袁晓琳,刘畅,王穗萍,肖少北. 大学生的语言学习观念与英语学习策略研究[J]. 心理与行为研究, 2006, 4(2): 154-159.
[13]	李小平, 郭江澜. 学习态度与学习行为的相关性研究[J]. 心理与行为研究, 2005, 3(4): 265-267.
[14]	吴红顺, 连榕. 中学生知识学习观研究[J]. 心理与行为研究, 2005, 3(4): 291-295.
[15]	唐芳贵. 初二学生学业求助及其影响因素研究[J]. 心理与行为研究, 2005, 3(4): 296-300.