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本研究参照Levelt(1989)的话语产出模型,运用刺激回忆访谈的研究方法,比较了策略准备和任务中准备对二语学习者任务完成过程中的认知行为所产生的影响,以及学习者在两种准备情景下的认知行为及其与学习者工作记忆的关系。29名来自新西兰一所大学汉语专业的学生被分为两组,在策略准备或任务中准备情景下完成一项复述故事的口语任务。任务完成后,他们参与了刺激回忆访谈及工作记忆测试。实验结果显示,策略准备有利于学生在任务完成过程中进行编码,而任务中准备有助于学生在任务完成过程中进行监控;策略准备组比任务中准备组更优先考虑意义,而任务中准备组则比策略准备组更优先考虑形式,尽管两组学生整体上均更关注语言形式而非语言内容。实验还发现,在策略准备情景下,工作记忆与认知行为之间没有显著相关性。在任务中准备情景下,工作记忆与监控频率呈正相关,却和编码频率呈负相关。
According to Levelt’s (1989) model of discourse output and the research methods of stimulating memory recall, this study compares the influence of strategy preparation and preparation on cognitive process in L2 learner’s task completion, Cognitive Behavior and Its Relationship with Working Memory of Learners in Two Prepared Scenarios. Thirty-nine Chinese majors from a university in New Zealand were divided into two groups to complete a spoken task of paraphrasing stories in preparation for a strategy or preparing for a mission. After the mission was completed, they participated in stimulating recall interviews and working memory tests. The experimental results show that the strategy preparation is conducive to students in the task of completing the process of coding, and the preparation of the task to help students monitor the task in the process of completion; strategy preparation group than the mission preparation group to give priority to meaning, and the task preparation Groups were given a higher priority than policy-preparation groups, although both groups as a whole were more concerned with language forms than language. Experiments also found no significant correlation between working memory and cognitive behavior in the context of strategic readiness. In the mission preparation scenario, working memory and monitoring frequency are positively correlated, but negatively correlated with coding frequency.