Another piece of the puzzle: The emergence of the present perfect
Another piece of the puzzle: The emergence of the present perfect
复制标题
DOI：
10.1111/j.1467-1770.2001.tb00018.x
复制
发表时间：
2001-01-01
影响因子：
4.4
通讯作者：
Bardovi-Harlig, K
中科院分区：
文献类型：
--
作者：
Bardovi-Harlig, K
先前的研究表明，与发展形式与意义的目标式关联的重要习得任务相比，时态体系统中形态形式的习得相对微不足道（Bardovi-Harlig，1992a，2000；Bardovi-Harlig＆Reynolds，1995）。然而，这种模式并不局限于受过指导的学习者（参见 Dietrich、Klein 和 Noyau，1995）。尽管如此，最近的研究已经着手了解教学在中介语时态系统发展中的作用。教学对中介语时态发展的影响的研究采用了实验和观察设计。实验研究通常将治疗组与未接受相同治疗的指导组进行比较。该领域的实验研究包括法语、西班牙语以及英语。 Harley（1989）采用了一种注重话语的功能性方法，其中学生的输出注重形式和内容。 Cadierno（1995）将处理指令（对西班牙语学习者在处理输入时使用的过程和策略提供明确的干预）与传统指令（不针对过去的指令）进行了比较。 Leeman、Artegoitia、Fridman 和 Doughty (1995) 进行了一项研究，研究了注重形式的方法对在西班牙语交际课堂上使用西班牙语中的过去式和未完成式的影响。 Doughty 和 Varela (1998) 研究了在中学 ESL 基于内容的科学课程中学习者的中介语中，交际注重形式（英语简单过去时和 will）的影响。 Bardovi-Harlig 和 Reynolds（Bardovi-Harlig 报道，1995）进行了一项教学实验，通过集中注意和伴随的生产练习来增强输入。一方面，实验研究对许多变量进行控制；但另一方面，它们的教学时间也往往相对较短（但参见 Harley, 1989 和 Doughty & Varela, 1998，了解例外情况），并且从学习者那里收集的语言样本往往受到限制。第二种类型的研究是观察性的。在这种类型的研究中，通常没有对照组，而是将个体学习者在持续大约一年的教学前后进行比较。这些研究克服了对短期效应的关注，而这种短期效应往往是实验研究的特征。本研究正是属于这种类型的探究。以下文章讨论了课堂第二语言学习者在长达 15 个月的强化英语语言教学中对现在完成时的习得，并且是教学对整个时态系统影响的更广泛调查的一部分。 （另见 Bardovi-Harlig, 1994，关于过分完成时的讨论；Bardovi-Harlig, 2000，关于过去进行时、现在时、完成时和过分完成时。）扩展观察，例如本研究中进行的观察，不限制学习者的使用环境，允许观察者看到中间语的发展，因为学习者在进行交流时将教学目标形式纳入（或不纳入）他们的中介语中。深入的观察还表明，尽管学习者参加了同一个强化英语课程，但他们都有各自的习得情况，特别是在速率方面。尽管观察性研究有许多优点，但在观察性探究中确定教学效果可能比在实验研究中更困难。这项研究中的学习者在主题方面完全控制自己的创作，至少对于作为主要数据来源的期刊而言，无论他们是否制作语言样本。因此，研究人员所拥有的控制权以及由此产生的语言样本的可比性被减少了。 SLA 研究中对时态发展的同时关注鼓励了习得视角：在两种类型的教学效果研究中也是如此。在时态教学研究中，正如在时态习得研究中一样，进展不仅被解释为目标状使用——它代表习得过程的终点——而是沿着习得序列的进展。当成功被视为进步而不是完美时，指导的许多积极作用就会显现出来。
Previous research has shown that the acquisition of morphological form in the tense-aspect system is relatively trivial compared with the significant acquisitional task of developing a target-like association of form with meaning (Bardovi-Harlig, 1992a, 2000; Bardovi-Harlig & Reynolds, 1995). This pattern is not restricted to instructed learners, however (cf. Dietrich, Klein, & Noyau, 1995). Nevertheless, recent studies have undertaken to understand the role of instruction in the development of the interlanguage tense aspect system.Studies of the influence of instruction on the development of interlanguage tense-aspect have utilized both experimental and observational designs. The experimental studies typically compare a treatment group with an instructed group that did not receive the same treatment. Experimental studies in this area have included French and Spanish as well as English. Harley (1989) employed a functional approach that focussed on discourse, in which student output focused on both form and content. Cadierno (1995) compared processing instruction-providing explicit intervention in the processes and strategies used by L2 learners of Spanish in processing input - with traditional instruction and with no focused instruction on the past. A study of the effects of a focus-on-form approach on the use of the preterit and imperfect in Spanish in a communicative Spanish classroom was conducted by Leeman, Artegoitia, Fridman, and Doughty (1995). Doughty and Varela (1998) investigated the influence of communicative focus on form (the English simple past and would) in the interlanguage of learners enrolled in a middle-school ESL content-based science class. Bardovi-Harlig and Reynolds (reported by Bardovi-Harlig, 1995) conducted an instructional experiment employing input enhancement through focused noticing and accompanying production exercises. On the one hand, experimental studies exercise control on many variables; but on the other hand, they are also often relatively brief in duration of instruction(but see Harley, 1989, and Doughty & Varela, 1998, for exceptions) and are often limited in terms of the language samples collected from the learners.The second type of study is observational. In this type of study, there typically is no control group, but the individual learners are compared with themselves before and after periods of instruction lasting approximately a year. These studies overcome the focus on short-term effects that tend to characterize the experimental studies. It is to this type of inquiry that the present study belongs. The following article addresses the acquisition of the present perfect by classroom second language learners during up to 15 months of intensive English language instruction and is part of a larger investigation of the influence of instruction on the tense-aspect system as a whole. (See also Bardovi-Harlig, 1994, for a discussion of the pluperfect; Bardovi-Harlig, 2000, for past progressive, present; perfect, and pluperfect.) Extended observation, such as that conducted in the present study, that does not restrict the environment of use for a learner allows observers to see the development of interlanguage as learners incorporate (or do not incorporate) instructionally targeted forms into their interlanguage as they are engaged in communication. Extended observation also reveals that the learners have individual acquisition profiles, especially with respect to rate, in spite of the fact that they are enrolled in the same intensive English program. In spite of the advantages of observational studies, it may be more difficult to determine the effect of instruction in an observational inquiry than in an experimental study. The learners in this study were completely in control of their own production in terms of both topic and, at least for the journals that were the major source of data, whether or not they produced a language sample. Thus, the control the researcher has - and the resulting comparability of the language sample - is reduced.The simultaneous focus in SLA research on tense-aspect development has encouraged an acquisitional perspective :in both types of instructional-effect research as well. In the tense-aspect instructional research, as in the tense-aspect acquisition research, progress is interpreted not merely as target-like use - which represents the endpoint of the acquisitional process - but advancement along:the acquisitional sequence. When success is seen as progress rather than perfection, the many positive effects of instruction are revealed.