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本研究采用定量和定性研究方法,调查中国英语学习者在诱导式模仿中语言知识运用的特点。通过交叉验证和有刺激回忆,探究了中国英语学习者在完成诱导式模仿过程中运用的第二语言知识的性质。结果发现,诱导式模仿的结果和用隐性语法知识测量工具以及显性语法知识测量工具所获得的结果之间都呈现一定的相关度。有刺激回忆显示,被试在该语言任务诱发下,并非完全依赖自身的隐性语言知识,显性语法知识对产出起到监控和完善作用。如果把隐性语法知识和显性语法知识看作并行存在、并行使用的知识体系,那么现有的诱导式模仿虽然很可能激发外语学习者隐性语法知识的运用,但是不能完全排除显性语法知识的作用。
This study uses quantitative and qualitative methods to investigate the characteristics of Chinese EFL learners’ use of language knowledge in inductive imitation. Through cross-validation and stimulating memory, this paper explores the nature of L2 language used by Chinese EFL learners in completing inductive imitation. The results show that there is some correlation between the results of inducible imitation and the results obtained by using implicit grammar knowledge measurement tools and explicit grammar knowledge measurement tools. There are stimulating memories show that the subjects under the task of the language induced, not entirely dependent on their own hidden language knowledge, dominant grammar knowledge of output monitoring and improvement. If the tacit grammatical knowledge and explicit grammatical knowledge are regarded as the knowledge systems that exist in parallel and are used in parallel, the existing induced imitation is likely to stimulate the use of tacit grammatical knowledge of foreign language learners, but the dominant grammar can not be completely ruled out The role of knowledge.