Feedback for Language Transfer Errors
Feedback for Language Transfer Errors
复制标题
语言传输错误反馈
DOI：
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发表时间：
1989
影响因子：
4.1
通讯作者：
Carol A. Herron
中科院分区：
文献类型：
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作者：
M. Tomasello;Carol A. Herron
在本研究中，我们比较了在外语课堂中纠正语言迁移错误的两种方法。32名说英语的大学生参加了法语入门课程的两个部分。确定了8个常见的英语到法语转换错误，并随机分配到一个班级的两种教学条件之一；每个错误都被分配给另一部分的相反条件。在这两种教学条件下，学生都是从把英语句子翻译成法语开始的。这些句子是这样的，L1（第一语言）迁移策略产生了正确的翻译（例如，对“to know”的某些用法使用savoir）。然后，用两种方法中的一种引入转移不能产生充分翻译的句子（例如，需要连接的句子）。在一种条件下——我们称之为“花园小径”条件——学生们得到了新句子，并被要求像以前一样翻译。他们不可避免的转学错误随即被老师纠正。在控制条件下，学生们只是得到正确的法语形式，并被告知它与英语模式不同（他们没有机会犯转移错误）。在整个学期的课程中，对学生不可转移形式的学习进行了三次评估，在所有时间点上，花园路径条件下的表现都更好。我们将这一发现解释为第二语言习得的认知比较模型的支持。
In this study we compared two methods for correcting language transfer errors in the foreign language classroom. Thirty-two English-speaking college students enrolled in two sections of an introductory French course served as subjects. Eight commonly encountered English-to-French transfer errors were identified and randomly assigned to one of two teaching conditions for one class section; each error was assigned to the opposite condition for the other section. In both teaching conditions students began by translating English sentences into French. The sentences were such that an L1 (first language) transfer strategy produced correct translations (e.g., using savoir for some uses of “to know”). A sentence for which the transfer would not produce an adequate translation (e.g., a sentence requiring connaître) was then introduced in one of two ways. In one condition—what we have termed the Garden Path condition—students were given the new sentence and asked to translate as before. Their inevitable transfer error was then immediately corrected by the teacher. In the control condition students were simply given the correct French form and told that it differed from the English pattern (they were not given the opportunity to commit a transfer error). Student learning of the non-transferable form was assessed three times throughout the course of the semester, and at all time points performance was better in the Garden Path condition. We interpreted this finding as support for a cognitive comparison model of second language acquisition.