Mackey教授和她的研究夥伴於二零零二年进行的探索性研究，首次探討了二語學習者的工作記憶容量和他們在互動反饋中對於第二語言語法的重述 (recasts) 的注意力以及第二語言發展的內在關係。在这项研究中，研究人员提出，作为一个小规模的研究，研究结果僅具有啟發意義，而不是决定性的。所以未来的进一步探索將會非常有意義。 / 為了响应这项研究的呼吁，本研究將进一步探讨二語學習者的個體差異在互動型任務中對於學習者對語法的注意力以及語言發展的影響。學習者的工作記憶容量以及他們的第二語言能力水平在本研究中均視為獨立變量，以探究它們與學習者對英語的問句形式和過去式的重述的注意力之間的聯繫。立即刺激回憶法 (immediate stimulated recall)，作為本項研究中採用的一種新方法，將和傳統的刺激回憶法 (stimulated recall) 一起用來收集有關學習者注意力的數據。實驗包括兩個實驗組和一個對照組，並採用了前測-培訓-後測三個主要階段。對照組僅需與來自英語母語國家的對話者完成每項互動交流任務，對話者不提供任何語法的重述。而兩個實驗組都會接受他們的對話者提供的對於英語問句及過去式的重述。這兩個實驗組的唯一區別是收集學習者注意力數據的研究方法不同：其中一組將使用立即刺激回憶法，而另一組則採用傳統的刺激回憶法。 / 本研究旨在進一步發現二語學習者的工作記憶容量、第二語言能力水平與之注意力之間的關係。工作記憶對於二語發展的影響也作為研究問題之一。同時，重述式反饋的有效性以及立即刺激回憶法的反應特性 (reactivity) 也是本研究中的兩個重心。 / 研究結果發現二語學習者的工作記憶容量和他們對於語法的重述的注意力存在着統計學的顯著聯繫，然而這種聯繫只存在於對注意英語過去式的重述而非英語問句的重述之中。統計結果未能顯示學習者的第二語言能力水平對於注意力的顯著效果，也未能發現他們的工作記憶容量對於二語發展的顯著效果。研究結果還發現重述式反饋的延遲效應，然而這一效應也可能是由於刺激回憶法的使用與重述式反饋共同產生的效應。此外，立即刺激回憶法在本項研究中未產生任何反應特性。 / The exploratory study conducted by Mackey, Philp, Egi, Fujii and Tatsumi (2002) first probed into the internal relationship among learners’ working memory capacity, noticing of recasts of English question formation in interactional feedback and their L2 development. The researchers in that study proposed that as a small-scale study, research findings were suggestive rather than conclusive and that further exploration would be helpful. / Responding to that research call, the present study further investigated the influence of individual variables on learners’ awareness and performance in interactional tasks. Learners’ working memory capacity and their L2 proficiency level were both regarded as independent variables in the present study to link with their noticing of recasts of two different target forms: English question formation and English past tense. Immediate stimulated recall, as a newly developed method in the present study, was used to collect noticing data as well as the use of traditional stimulated recall. The pretest-treatment-posttests design was adopted with two experimental groups and one control group involved in the experiment. The control group was asked to complete interactional tasks with interlocutors without any recasts provided. Two experimental groups were recasts groups with one of them attending stimulated recall interview after the immediate posttest and the other attending immediate stimulated recall interview every day immediately after the treatment and before the immediate posttest. / To find whether there was a relationship between WM and noticing of recasts of L2 forms was the first research goal in the present study. The effect of L2 proficiency level on noticing of L2 forms was another goal. While only a limited number of studies have investigated the role of WM in L2 implicit learning conditions, this issue will also be addressed. Finally, the effectiveness of recasts in instruction and the reactivity issue of immediate stimulated recall as a new method to detect noticing are two other focuses in the present study. / Research results found that there was a significant relationship between WM and noticing of English past tense but not English questions, which indicates that the relationship between WM and noticing of L2 forms may be target-specific. No significant effect of L2 proficiency on noticing was found. However, descriptive data showed a possible trend that the low-proficiency group reported more noticing of L2 forms than the high-proficiency group. The effect of WM capacity on L2 development under all those three implicit learning conditions was found insignificant. There may be a delayed effect of recasts in learners’ L2 development; however, due to the limitation in research design, this delayed effect may result from both recasts and stimulated recall interviews. Immediate stimulated recall was found non-reactive in the present study. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Dai, Binbin. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 174-192). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in also in Chinese; appendix F includes Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Table of Contents --- p.vi / List of Tables --- p.x / List of Figures --- p.xiii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Research Background and Rationale of the Present Study --- p.1 / Chapter 1.2 --- Research Questions --- p.5 / Chapter 1.3 --- Organization of the Dissertation --- p.5 / Chapter Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- The Interaction Approach to Second Language Acquisition --- p.9 / Chapter 2.2 --- The Interaction Hypothesis --- p.11 / Chapter 2.3 --- Feedback in Interaction --- p.15 / Chapter 2.3.1 --- Explicit and implicit feedback --- p.15 / Chapter 2.3.2 --- Recasts and L2 learning --- p.17 / Chapter 2.4 --- Noticing in interaction --- p.21 / Chapter 2.4.1 --- Attention and awareness: Two theoretical positions --- p.21 / Chapter 2.4.2 --- Recasts, noticing and L2 development --- p.23 / Chapter 2.4.3 --- Measurement of learner awareness in SLA --- p.25 / Chapter 2.4.3.1 --- Methodological innovation in the present study --- p.26 / Chapter 2.4.3.2 --- Reactivity: Do recasts with post-task activity trigger more L2 development? --- p.32 / Chapter 2.5 --- Working Memory and SLA --- p.35 / Chapter 2.5.1 --- The role of working memory in SLA --- p.36 / Chapter 2.5.2 --- Working memory in interaction-driven learning --- p.39 / Chapter 2.5.2.1 --- Working memory and L2 development in interaction-driven learning --- p.39 / Chapter 2.5.2.2 --- Working memory and noticing of L2 forms in interactional feedback --- p.43 / Chapter 2.6 --- Research Questions --- p.46 / Chapter Chapter 3 --- Methodology --- p.48 / Chapter 3.1 --- Participants --- p.48 / Chapter 3.1.1 --- Learner participants --- p.48 / Chapter 3.1.2 --- Native speaker interlocutor --- p.50 / Chapter 3.2 --- Procedure --- p.52 / Chapter 3.3 --- Operationalizations --- p.57 / Chapter 3.3.1 --- Recasts in interactional feedbacks --- p.58 / Chapter 3.3.2 --- Working memory capacity --- p.59 / Chapter 3.4 --- Linguistic Targets --- p.60 / Chapter 3.5 --- Materials --- p.61 / Chapter 3.5.1 --- Interaction materials for treatment and assessment tasks --- p.62 / Chapter 3.5.2 --- Proficiency test: The application of the C-test --- p.63 / Chapter 3.5.3 --- Working memory tests: Non-word span test & L2 listening span test --- p.65 / Chapter 3.5.3.1 --- English nonword span test --- p.65 / Chapter 3.5.3.2 --- English listening span test --- p.67 / Chapter 3.5.4 --- Stimulated recall --- p.69 / Chapter 3.5.5 --- Exit debriefing questionnaire --- p.71 / Chapter 3.6 --- Data Coding and Scoring --- p.73 / Chapter 3.6.1 --- The C-test --- p.74 / Chapter 3.6.2 --- The WM tests --- p.75 / Chapter 3.6.3 --- Stimulated recall comments: The noticing data --- p.77 / Chapter 3.6.4 --- Task performance data --- p.80 / Chapter 3.6.4.1 --- Developmental levels in English question formation --- p.80 / Chapter 3.6.4.2 --- Error-free ratios in English past tense --- p.83 / Chapter 3.6.5 --- Intrarater reliability --- p.86 / Chapter 3.6.6 --- Interrater reliability --- p.86 / Chapter Chapter 4 --- Results --- p.88 / Chapter 4.1 --- Research Question 1: WM Capacity and Noticing of L2 Forms --- p.88 / Chapter 4.1.1 --- Composite WM capacity and noticing of L2 forms --- p.88 / Chapter 4.1.1.1 --- For two experimental groups as a whole --- p.89 / Chapter 4.1.1.2 --- For each experimental group as an individual condition --- p.91 / Chapter 4.1.2 --- Two sub-capacities of WM and noticing of L2 forms --- p.93 / Chapter 4.1.2.1 --- PSTM capacity and noticing of L2 forms --- p.94 / Chapter 4.1.2.2 --- Verbal WM capacity and noticing of L2 forms --- p.95 / Chapter 4.1.3 --- Summary of Research Question 1 --- p.96 / Chapter 4.2 --- Research Question 2: Proficiency Level and Noticing of L2 Forms --- p.97 / Chapter 4.2.1 --- Proficiency level and noticing of both targets --- p.98 / Chapter 4.2.2 --- Summary of Research Question 2 --- p.101 / Chapter 4.3 --- Research Question 3: WM Capacity and L2 Development --- p.101 / Chapter 4.3.1 --- WM capacity and L2 development in the control group --- p.102 / Chapter 4.3.1.1 --- English question formation --- p.102 / Chapter 4.3.1.2 --- English past tense --- p.104 / Chapter 4.3.2 --- WM capacity and L2 development in Experimental Group A --- p.107 / Chapter 4.3.2.1 --- English question formation --- p.107 / Chapter 4.3.2.2 --- English past tense --- p.108 / Chapter 4.3.3 --- WM capacity and L2 development in Experimental Group B --- p.111 / Chapter 4.3.3.1 --- English question formation --- p.111 / Chapter 4.3.3.2 --- English past tense --- p.113 / Chapter 4.3.4 --- Summary of Research Question 3 --- p.116 / Chapter 4.4 --- Research Question 4: Experimental Conditions and L2 development --- p.116 / Chapter 4.4.1 --- English question formation --- p.116 / Chapter 4.4.2 --- English past tense --- p.117 / Chapter 4.4.3 --- Summary of Research Question 4 --- p.125 / Chapter Chapter 5 --- Discussion --- p.127 / Chapter 5.1 --- Working Memory and Noticing of L2 Forms --- p.127 / Chapter 5.1.1 --- Different L2 forms --- p.129 / Chapter 5.1.1.1 --- Developmental levels of L2 grammatical structures --- p.130 / Chapter 5.1.1.2 --- Explicitness of L2 forms --- p.132 / Chapter 5.1.2 --- Different measures of WM --- p.136 / Chapter 5.1.3 --- Different methods to collect noticing data --- p.138 / Chapter 5.2 --- Proficiency Level and Noticing --- p.140 / Chapter 5.3 --- Working Memory and L2 Development --- p.145 / Chapter 5.4 --- Recasts, the Immediate Stimulated Recall and L2 Development --- p.149 / Chapter 5.4.1 --- Recasts, target structures and L2 development --- p.151 / Chapter 5.4.2 --- Methodological implications: The immediate stimulated recall --- p.159 / Chapter 5.4.3 --- Pedagogical implications --- p.161 / Chapter Chapter 6 --- Conclusion --- p.164 / Chapter 6.1 --- Summary of Research Findings --- p.164 / Chapter 6.2 --- Limitations --- p.166 / Chapter 6.3 --- Future Directions --- p.169 / Chapter 6.4 --- Conclusion --- p.172 / References --- p.174 / Appendices --- p.193 / Chapter Appendix A --- Research Participation Consent Form --- p.193 / Chapter Appendix B --- Background Questionnaire --- p.194 / Chapter Appendix C --- Instructions for the Interlocutors: Procedures and Tasks --- p.196 / Chapter Appendix D --- The C-test Adopted from Dörnyei and Katona (1992) --- p.198 / Chapter Appendix E --- Working Memory Tests --- p.200 / Chapter Appendix F --- Exit Questionnaire Adapted from Sachs and Suh (2007) --- p.205
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_328017 |
| Date | January 2013 |
| Contributors | Dai, Binbin., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | electronic resource, electronic resource, remote, 1 online resource (xiii, 206 leaves) : ill. |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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