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1、湖南大学 硕士学位论文 学习者的语言输出及假设检验 姓名：叶丽艳 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：张文忠 20070425 硕士学位论文 I 摘 要 摘 要 本篇论文对中国英语学习者在完成交际任务时的口语输出做了描述性的研究。 其目 的在于论证语言输出的假设检验功能，探究学习者通过假设检验，最终得出多大程度上 的正确或错误语言输出， 同时在对比师生交流和同学间的交流两种方式中学习者假设检 验方式的不同， 测定何种交流方式更能促进学习者把正进行检验的假设内在地转变为证 实的语言知识。 近二十年来，不少研究者开始关注可理解的输出在二语习得中的作用。传统观念关 注了语言输
2、出的流利性功能， 而Swain在此基础上进一步提出了另三个语言输出的功能： 提起注意、元语言和假设检验功能。大多数研究已经考察了语言输出的前两种功能，而 关于语言输出的假设检验功能方面的研究相对较少， 因此本研究尝试此方面做出一些努 力。 同时本文还在对话者的负面反馈以及何种配对方式更能促进语言学习发展等方面作 了相关的文献回顾。 来自中国某大学的 12 名英语专业大一中等生和 4 名英语教师构成了该研究的受试 群体。这些受试形成两种配对交流方式：师生交流组（共 4 对）和同学间交流组（共 4 对） 。 以上 8 组受试被安排一项图片描述任务。任务要求学习者描述一指定图片，而对话 者（老师/同
3、学）则按照描述来画画。任务过程中的师生交流或同学间交流被记录下来， 转写好作为本研究的数据。为了论证可理解性输出的假设检验功能，笔者分析 7 组有效 数据找出其中的假设检验情境。 本研究主要采用了定性描述的方法， 辅以少量定量分析。 结果显示， 受试每 2.8 分钟进行一次关于目标语言的假设检验， 这些假设包括词汇、 语素句法、语音和搭配四个类别；在 64 个假设检验情境中，有 35 个最终得出了正确的 语言形式，29 个导致了错误的语言输出。在 29 个错误语言形式中，因受试错误假设未 受到对话者的质疑而导致的有 26 个。同时，在对比师生交流组与同学间交流组的过程 中，发现第一种配对方式产
4、出了更高频率的假设检验情境（HTEs） ，且受试从对话者处 得到更多更高质量的负面反馈。 从研究结果我们可以得出， 学习者在进行口头语言输出时确实会检验其关于目标语 学习者语言输出及假设检验 II 言的假设。这些假设本身可能是正确或错误的，若对话者对这些错误假设不给予负面反 馈，学习者则默认为是对其假设的一种肯定，从而将假设内化为语言知识。另一方面， 师生交流组和同学间交流组的对比显示出前者明显地优于后者，由此我们可以推论，在 实际的交际任务中， 与教师或者较高水平的学习者进行交流比起跟同等水平的学习者交 流而言，更有利于第二语言/外语的习得。 关键词：可理解的输出假说；负面反馈；假设检验；师
5、生交流和同学间交流 硕士学位论文 III Abstract This study is designed to explore the learner hypothesis testing attempts in their oral production when engaged in a communicative task, to find out to what extent learners hypothesis testing attempts result in well-formed or ill-formed output, and also by comparing dif
6、ferent hypothesis testing patterns between teacher-learner interaction and learner-learner interaction, to determine which of the two contexts is better for the learners ongoing hypotheses to become confirmed language knowledge. In the last two decades, a great many researchers have turned their att
7、ention to the role of comprehensible output in SLA. Except for the fluency function commonly assigned to learner output, Swain proposes three more functions of learner output: noticing function, metalinguistic function and hypothesis testing function. Since most studies have examined the first two f
8、unctions, hypothesis testing function becomes our main concern in this study. Equal attention is paid to the interactional feedback provided by interlocutors to those ill-formed hypotheses and a favorable pairing type for second language development to occur. 12 first-year English majors from a cert
9、ain college in China, together with four Chinese English teachers, participate in this study. These participants are divided into two dyad types: teacher-learner dyads (N=4) and learner-learner dyads (N=4). The above-mentioned 8 dyads are assigned to complete a picture-description task, with a learn
10、er describing the picture while the teacher/learner interlocutor reproducing the picture according to the description. Their interactions during the task are recorded and transcribed as the data for study. With an aim to demonstrate hypothesis testing function of comprehensible output, the valid utt
11、erances by 7 dyads are analyzed into hypothesis testing episodes (HTEs). The research method employed in the study is a quantitative and qualitative description of HTEs and interactional feedback. The results show that learners tested out one hypothesis about the target language (TL) every 2.8 min.
12、The results also reveal that among all 64 HTEs found in the interactions, 35 of 学习者语言输出及假设检验 IV them result in well-formed output while 29 lead to ill-formed output. Most ill-formed outputs (26 out of 29) originate from ill-formed hypotheses going unchallenged by interlocutors. Finally the compariso
13、n between teacher-learner interaction and learner-learner interaction finds significantly higher frequency of HTEs and more interactional feedback from the interlocutors in the former context than in the latter. These results were interpreted to mean that learners do test their hypothesis about targ
14、et language during oral production, and that failing to provide corrective feedback or negative evidence to learners ill-formed hypotheses constitutes a signal for the confirmation of the utterances or rules from the perspective of the internal processing system of the learner, which, in turn consti
15、tutes a step toward internalizing linguistic knowledge. Finally, the comparison between teacher-learner interaction with learner-learner interaction shows a clear preference of the former, which can be explained to mean that in a naturally-occurring communicative tasks, working with a teacher, or a
16、learner of higher proficiency level, is more favorable than working with a peer learner. Key Words: Comprehensible Output Hypothesis; Negative Feedback; Hypothesis Testing; Teacher-learner Interaction vs Learner-learner Interaction 硕士学位论文 V List of Figures Figure 2.1 Four Types of Negative Feedback.16 Figure 3.1 Categorization of Errors.26 Figure 4.1 The Relationship be
