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作为任务条件之一的准备会影响二语测试表现及分数(Skehan,1998)。本文报告了一项策略准备时间对二语对话型口语表现影响的实证研究,旨在探究不同长度的准备时间(0,1,2,3分钟)是否导致二语口语表现的差异,以及准备时间是否和语言水平存在交互效应。72名中国英语专业大学生分为四组,分别以0分钟、1分钟、2分钟和3分钟的准备时间完成了相同的对话任务。研究者对两名评分员评定的分数和口语表现的流利性(速度A、速度B)、复杂性(句法复杂性、句法多样性、词汇多样性)以及准确性(无错误小句比、动词形式的正确率)进行了分析。研究发现:在有准备的条件下,学习者的流利性更高;当准备时间达到3分钟时,学习者的句法复杂性增加,但准确性始终稳定不变;准备时间和语言水平没有交互作用。
Preparation as one of the conditions of the assignment affects second language test performance and scores (Skehan, 1998). This paper reports on an empirical study of the impact of strategy preparation time on the performance of L2 conversational colloquialisms to explore whether different lengths of preparation time (0, 1, 2, 3 minutes) lead to differences in second language performance and preparation time Whether or not there is an interaction effect with language level. 72 Chinese English majors were divided into four groups to complete the same dialogue task in preparation time of 0, 1, 2 and 3 minutes respectively. The researchers assessed the scores and oral fluency (speed A, speed B), complexity (syntactic complexity, syntactic diversity, vocabulary diversity) and accuracy (error-free clause ratio, verb Form of the correct rate) were analyzed. The study found that: under the conditions of preparation, the learners’ fluency is higher; when the preparation time reaches 3 minutes, the syntactic complexity of learners increases, but the accuracy is always stable; there is no interaction between preparation time and language proficiency .