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本研究对兰州工业高等专科学校的英语专业一年级学生、三年级学生、汉语本族语者和英语本族语者进行了问卷调查（DCT）,对比了不同水平组的英语学习者与英语本族语者、汉语本族语者所使用的请求语的语义程式的频率,结果显示,低水平英语学习者和高水平英语学习者在实施请求语时,其语义程式的频率存在语用迁移,低水平英语学习者使用的请求语中共有64例语义程式的频率出现了语用迁移,而高水平英语学习者的请求语中共有65例语义程式的频率出现了语用迁移,二者差异不明显,因此语用负迁移与二语水平之间没有显著的相关关系。 相似文献
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陈辉 《牡丹江教育学院学报》2013,(6):131-133
隐喻能力是理解隐喻、解释隐喻有效性、在特定的语境中生成恰当的隐喻以及评价隐喻表达是否恰当的能力.隐喻能力的发展水平是决定大学英语学习者能否地道使用英语的重要因素之一.在大学英语课堂环境中,学习者能否发展起较高的隐喻能力被称作隐喻能力的可学性问题.通过对高、低两水平组大学英语学习者在理解和产出英语隐喻的情况进行调查,然后对获得的统计数据进行分组对比研究,得出两点初步的结论：（1）在隐喻理解方面,两水平组之间的隐喻能力存在差异,高水平组的隐喻能力高于低水平组;（2）在隐喻产出方面,无论高水平组还是低水平组,他们的隐喻能力都相对发展不足,低水平组隐喻的产出能力更为不足. 相似文献
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牟小梅 《黑龙江教育学院学报》2012,(12):154-156
运用调查问卷的研究方法调查了英语专业高、低水平组在语法、语用意识/能力及学习动机方面的差异,并探讨了他们的语法、语用意识/能力与学习动机的关系。结果显示:高水平组的语法意识和语法能力低于低水平组,但其语用意识和语用能力高于低水平组;高水平组的情境动机显著高于低水平组,而社会责任动机显著低于低水平组。高水平组的个人发展动机与语用意识显著相关。低水平组的兴趣动机与语用能力显著相关,个人发展动机与语法意识显著负相关。 相似文献
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本研究通过三个线上阅读(词-词呈现、部分-部分呈现和整句呈现)测量反应时间的实验,旨在探讨基于频率标准的词串结构能否作为一个整体在语言处理中进行存储和提取。受试包括英语本族人、高水平和低水平英语学习者。结果发现,本族人和高水平英语学习者拥有相似的语言处理机制,能够利用词串结构的整体性更有效地处理实验句中的词串结构,而低水平英语学习者则不能。作者同时用研究结果对二语学习者的隐性词汇知识作了探讨。 相似文献
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本文从语用学角度研究中国英语学习者在第二语言学习过程中产生的迁移现象,从语用语言迁移和社交语用迁移两个方面研究学习者在运用英语时出现的语用负迁移和语用失误现象,提出在英语教学中如何防范语用负迁移和语用失误的对策。 相似文献
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在Faerch and Kasper(1984)提出的陈述性语用知识与程序性语用知识的理论框架下,笔者研究了课堂外语学习环境下学习者语用能力的发展模式.数据结果分析显示,随着学习水平的提高.尽管高水平组在语用的语言策略或形式运用意识方面有所提高.但两类语用知识之间的差距依旧存在,且并未有减小趋势. 相似文献
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曾国秀 《常熟理工学院学报》2011,25(12):76-78
非英语专业学习者听力理解水平受多种因素影响,有无问题预览是其中之一。高、低水平组非英语专业学习者在有无问题预览情况下的听力测试成绩显示：问题预览对英语学习者的听力理解有影响,且对低水平者促进作用更大;英语水平仍然是决定听力理解的关键因素。 相似文献
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教学视频因其多通道展现教学内容的特性而成为数字化学习资源的首选形态。线索作为教学视频中的重要引导性教学设计手段,探究其类型及学习者先前知识经验对学习效果的交互影响,有益于优化教学视频的设计策略。基于学习者先前知识经验水平(高水平和低水平)和线索类型(言语线索和视觉线索)两个维度,运用眼动追踪技术和认知负荷、学习满意度、学习效果等测量工具,通过实验考察二者对学习的影响及其内在机制后发现:学习者先前知识经验水平对认知负荷的影响显著;线索类型对学习满意度的影响显著,且线索类型与学习者先前知识经验水平在学习满意度上的交互效应显著;学习者先前知识经验水平对学习效果的影响显著,且线索类型与学习者先前知识经验水平在迁移测验成绩上的交互效应显著。实验结果表明,线索类型与学习者先前知识经验水平对学习满意度和学习效果存在明显的交互作用,即只有低知识经验水平学习者在学习含有视觉线索的教学视频后,学习满意度与学习效果才有显著提升。这可能是由于该类学习者在信息选择时存在困难,视觉线索可以帮助其提高信息搜索效率,而言语线索却会使其认知负荷超载。 相似文献
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This paper aims at investigating effective classroom-based instructive methods that facilitate the development of pragmatic competence of the intermediate-level adult English learners in China,who have gained relatively high grammatical competence but low pragmatic competence.The paper starts with the importance and components of pragmatic competence.It then examines what should be taught to help develop learners’ pragmatic competence.The paper focuses on some explicit instructive methods adopted by the author in her conversational English class that may raise learners’ awareness of pragmatic knowledge and enhance learners’ practice of pragmatic abilities:1) Encouragement of learners’ observation of pragmatic phenomena by English speakers from authentic audio-visual materials;2) Discussion of linguistic variations for each speech act and strategies of carrying out certain speech acts according to contextual cues;3) Role-play tasks engaging students in different speech events and communicative actions.The effectiveness of these methods is shown by test results after at the end of the course. 相似文献
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Ming-Puu Chen Yu-Ting Wong Li-Chun Wang 《Educational technology research and development : ETR & D》2014,62(2):163-185
The purpose of this study was to examine the effects of the type of exploratory strategy and level of prior knowledge on middle school students’ performance and motivation in learning chemical formulas via a 3D role-playing game (RPG). Two types of exploratory strategies—RPG exploratory with worked-example and RPG exploratory without worked-example—and two levels of prior knowledge—high prior knowledge and low prior knowledge—were examined in the study. The 5E Instructional Model was employed as a learning framework in the RPG game design of The Alchemist’s Fort. One hundred and fifteen eighth-grade students from a Taiwanese school voluntarily participated in the 3-week experiment. The results indicate that (1) significant worked-example effect was revealed on knowledge comprehension and marginal worked-example effect occurred on knowledge application; (2) regardless of the type of exploratory strategy employed, learners showed mild positive motivation toward learning chemistry via a 3D RPG game; (3) higher prior-knowledge learners outperformed their lower prior-knowledge peers on performance measures; and (4) high prior-knowledge learners showed a higher degree of motivation in self-efficacy and science learning value than did the low prior-knowledge learners; however, lower prior-knowledge learners revealed higher learning environment stimulation than did their high prior-knowledge peers. 相似文献
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Ian Tudor 《Journal of Research in Reading》1990,13(2):93-106
The article describes two related experiments into the effect of pre-reading on the text comprehension of a population of L2 learners at three proficiency levels. Four sets of pre-reading materials were used, two in each experiment. All were geared to content-schemata activation, but differed in terms of the type of stimulus provided. The materials used in experiment I (a text summary and a set of pre-questions) involved the provision of a relatively elaborated set of interpretive cues; those used in experiment II (topic prediction and a vocabulary-based task) were more open and allowed for a greater degree of learner-based schemata activation. Two main lines of investigation were pursued: the first relates to the relative effectiveness of the different pre-reading formats, and the second to the possibility of an interaction between pre-reading format and L2 proficiency level. Results indicated the more constraining, schemata-provision formats used in experiment I to be more effective as aids to text comprehension. No level-treatment interaction was observed, though comprehension facilitation was observed only among the lower proficiency groups — the higher proficiency group deriving no benefit from any of the pre-reading formats used. 相似文献
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语用意识在语用能力培养中具有积极的促进作用,语用意识越高,语用能力就越强。语用意识提升不仅可以激活已有的母语语用知识,提高成人学习者对语用信息的注意力和敏感性,而且可能克服迁移带来的负面效果。在过渡语语用能力发展的认知理论框架下,探索外语环境下提升语用意识的方法,以激活学习者的普遍语用知识,促进过渡语语用能的发展。 相似文献
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外语语用能力：定义、教学与测试 总被引：7，自引：0，他引：7
刘建达 《江西师范大学学报(哲学社会科学版)》2006,39(2):108-113
本文从定义、教学和测试三个方面讨论了外语学习者的外语语用能力。外语语用能力被认为是种知识,由语用系统知识和恰当使用语用系统的知识组成。对外语语用能力的教学研究还不多,已有的研究大都表明外语学习者的外语语用能力可以通过课堂教学得到提高,而且不同的教学方法产生的效果也不尽相同。虽然对外语语用能力测试的研究还处于初始阶段,但目前已研究出的几种测试方法都有较好的信度和效度。 相似文献
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Erik Wallen Jan L. Plass Roland Brünken 《Educational technology research and development : ETR & D》2005,53(3):59-71
Students participated in a study (n=98) investigating the effectiveness of three types of annotations on three learning outcome
measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with
a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating
information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the
text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes.
In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted
in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect
was stronger for low-verbal-ability learners, who showed lower peformance in treatments with multiple types of annotations
than high-verbal-ability learners. 相似文献
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于金梅 《海南广播电视大学学报》2012,13(1):31-34
中国英语学习者在实际运用目的语时存在语用能力欠缺的主要原因在于：学习者将一语概念、结构强加于二语,忽视目的语词、句型的语用意义与功能。英语课堂教学要真正重视语用意识的培养,适时输入语用概念与知识,提高二语语用能力。 相似文献
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对于外语学习者来说,语法能力是语用能力发展的必要条件,但不是充足条件;就发展顺序而言,在外语学习初期,学习者借助普遍语用原则和语境,完成语用目的,同时学习语法知识,其学习路径是从语用到语法;随着学习者语法能力的逐步提高,他们开始要学习各种语法形式所蕴涵的语用功能,其学习路径是从语法到语用。 相似文献