输入与输出在程序性知识建构知识中的作用2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

输入与输出在程序性知识建构知识中的作用PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Chapter 1 Introduction1

1.1 Background of the Present Study1

1.1.1 Status of Research into Input and Output in SLA1

1.1.2 Characteristics of Instructed EFL Learning3

1.2 Scope of the Present Study5

1.3 Research Methodology6

1.4 Significance of the Study7

1.5 Outline of the Dissertation8

1.6 Definition of the Terms9

Chapter 2 Foreign Language Development:A Construction Process of Procedural Knowledge13

2.1 Introduction13

2.2 Language and Language Acquisition14

2.2.1 Modular Positions14

2.2.2 Non-modular Positions15

2.2.3 Position of the Present Study18

2.3 Theoretical Framework:The ACT Theory21

2.3.1 Declarative Knowledge and Procedural Knowledge23

2.3.2 Stages of Knowledge Development24

2.3.3 A Problem with the ACT Theory26

2.4 Supportive Arguments from Studies of L2 Knowledge27

2.4.1 Bialystok's Theory28

2.4.2 McLaughlin's Theory34

2.4.3 Convergence of Anderson,Bialystok and McLaughlin37

2.5 Declarative Knowledge in the Development of Procedural Knowledge39

2.5.1 The Non-interface Positions39

2.5.2 The Interface Positions41

2.5.3 Position on the Interface Issue in the Present Study47

2.6 Summary68

Chapter 3 Input-based and Output-based L2 Learning Theories70

3.1 Introduction70

3.2 Input-based Learning Theories71

3.2.1 The Input Hypothesis72

3.2.2 The Input Processing Model and Processing Instruction73

3.3 Output-based Learning Theories95

3.3.1 Early Theories Incorporating Output into L2 Acquisition95

3.3.2 The Comprehensible Output Hypothesis97

3.4 A Preliminary Reanalysis of the Role of Input and Output110

3.4.1 Inseparability of Output from Input110

3.4.2 De Bot's Speculation About Output in Proceduralization113

3.5 Summary116

Chapter 4 English Relative Clauses and Acquisition Studies119

4.1 Introduction119

4.2 English Relative Clauses121

4.2.1 Restrictive and Nonrestrictive English Relative Clauses121

4.2.2 Grammatical Description of the Restrictive Relative Clauses123

4.2.3 Types of Restrictive Relative Clauses in English126

4.3 The Noun Phrase Accessibility Hierarchy128

4.4 The Acquisition of English Relative Clauses131

4.4.1 L1 Acquisition of English Relative Clauses131

4.4.2 L2 Acquisition of English Relative Clauses133

4.5 Instructional Intervention in the Acquisition of English Relative Clauses137

4.5.1 Instructional Effects on L1 Acquisition138

4.5.2 Instructional Effects on L2 Acquisition139

4.6 Summary144

Chapter 5 Research Methodology146

5.1 Introduction146

5.2 Research Questions and Hypotheses146

5.3 Rationale for the Research Design150

5.4 Overall Design157

5.5 Pilot Studies157

5.5.1 A Case Study159

5.5.2 A Controlled Pilot Study165

5.6 Research Design172

5.6.1 Subjects172

5.6.2 Experimental Schedule175

5.6.3 Treatment176

5.6.4 Instruments186

5.6.5 Scoring and Analysis196

5.7 Summary202

Chapter 6 Results203

6.1 Introduction203

6.2 Examination of Pretreatment Equivalence204

6.3 Analysis of the Offline GJT206

6.4 Examination of the 12 Research Hypotheses210

6.4.1 Results of the Immediate Posttest210

6.4.2 Results of the Follow-up Posttest227

6.5 Further Analysis245

6.5.1 Effect Size Analysis246

6.5.2 Comparison Between the Comprehension and the Production Tasks248

6.5.3 Comparison Between the Online GJT and the Offline GJT250

6.6 Summary251

Chapter 7 Discussion and Conclusion256

7.1 Introduction256

7.2 Role of Input and Output in the Construction of Procedural Knowledge258

7.2.1 Role of Input and Output in Promoting Comprehension258

7.2.2 Role of Input and Output in Promoting Production262

7.2.3 Role of Input and Output in the Metalinguistic Tasks268

7.2.4 Role of Input and Output Rephrased270

7.3 Implications for L2 Pedagogy275

7.4 Limitations of the Present Study278

7.5 Directions for Further Research279

7.6 Summary281

Appendix 1 Subjects'Background Questionnaire284

Appendix 2 Treatment Materials286

Appendix 3 Assessment Instruments:Set 1319

Appendix 4 Assessment Instruments:Set 2328

Appendix 5 Assessment Instruments:Set 3335

References342

Table 2.1 Types of knowledge44

Table 3.1 Principles of input processing79

Table 3.2 A summary of research into processing instruction87

Talble 4.1 Relative pronouns124

Table 4.2 Example sentences for the various relative clause structures in English127

Table 4.3 A summary of previous research into English relativization142

Table 5.1 Summary of the research hypotheses150

Table 5.2 Descriptive data for total test scores in the pilot study167

Table 5.3 Comparison between IG and IOG in posttest in the pilot study168

Table 5.4 Within-group comparison between pretest and posttest in the pilot study169

Table 5.5 Information about the subjects in each group172

Table 5.6 Experimental schedule175

Table 6.1 Descriptive statistics of the pretest results205

Table 6.2 Results of the MANOVA on the pretest results205

Table 6.3 Descriptive statistics of the offline GJT207

Table 6.4 Descriptive statistics of the immediate posttest SIT results211

Table 6.5 Summary of the results ofthe ANOVA on the immediate posttest:the SIT213

Table 6.6 Summary of the results of the paired sample T test on the SIT results:pretest and the immediate posttest214

Table 6.7 Descriptive statistics of the PCSCT and the SCT in the immediate posttest215

Table 6.8 Summary of the results of the ANOVA on the immediate posttest:the PCSCT and the SCT218

Table 6.9 Summary of the between-groups comparison in the production tasks219

Table 6.10 Summary of the results of the paired sample T test on the PCSCT and the SCT results:pretest and the immediate posttest220

Table 6.11 Descriptive statistics of the immediate posttest online GJT results222

Table 6.12 Summary of the results of the ANOVA on the immediate posttest:the online GJT223

Table 6.13 Summary of the results of the paired sample T test on the online GJT results:pretest and the immediate posttest225

Table 6.14 Descriptive statistics of the SIT in the follow-up posttest228

Table 6.15 Summary of the results of ANOVA on the follow-up posttest:the SIT229

Table 6.16 Summary of the results of repeated measures analysis of variance on the SIT230

Table 6.17 Descriptive statistics of the PCSCT and the SCT in the follow-up tests234

Table 6.18 Summary of the results of ANOVA on the follow-up posttest:the PCSCT and the SCT237

Table 6.19 Summary of the results of repeated measures analysis of variance on the PCSCT238

Table 6.20 Summary of the results of repeated measures analysis of variance on the SCT239

Table 6.21 Descriptive statistics of the online GJT in the follow-up posttest240

Table 6.22 Summary of the results of ANOVA on the follow-up posttest:the online GJT242

Table 6.23 Summary of the results of repeated measures analysis of variance on the online GJT243

Table 6.24 Effect sizes of the IOG and IG practice246

Table 6.25 Summary of the results of the paired sample T test on comprehension and production249

Table 6.26 Results of the comparison between the online GJT and the offline GJT250

Table 6.27 Summary of the test results252

Figure 2.1 Two dimensions of language proficiency30

Figure 2.2 The weak interface position45

Figure 2.3 Hierarchical classification of memory48

Figure 2.4 Schematic representation of the interrelationship between declarative and procedural memory53

Figure 3.1 VanPatten's SLA model74

Figure 3.2 Output and second language acquisition106

Figure 5.1 Treatment procedures for the IG and IOG179

Figure 5.2 An example of the PCSCT items190

Figure 5.3 Assessment instruments of the present study196

Figure 6.1 The SIT accuracy gain scores in the immediate posttest212

Figure 6.2 The SIT processing time gain values in the immediate posttest212

Figure 6.3 The PCSCT accuracy gain scores in the immediate posttest216

Figure 6.4 The PCSCT processing time gain values in the immediate posttest216

Figure 6.5 The SCT accuracy gain scores in the immediate posttest217

Figure 6.6 The SCT processing time gain values in the immediate posttest217

Figure 6.7 The online GJT accuracy gain scores in the immediate posttest222

Figure 6.8 The online GJT processing time gain values in the immediate posttest223

Figure 6.9 The SIT accuracy scores in the three tests228

Figure 6.10 The SIT processing time in the three tests229

Figure 6.11 The PCSCT accuracy scores in the three tests234

Figure 6.12 The PCSCT processing time in the three tests235

Figure 6.13 The SCT accuracy scores in the three tests235

Figure 6.14 The SCT processing time in the three tests236

Figure 6.15 The online GJT accuracy scores in the three tests241

Figure 6.16 The online GJT processing time in the three tests241