Awareness, different learning conditions, and second language development
Awareness, different learning conditions, and second language development
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意识、不同的学习条件和第二语言发展
DOI：
10.1017/s0142716404001134
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发表时间：
2004
影响因子：
2.1
通讯作者：
R. Leow
中科院分区：
文献类型：
--
作者：
E. Rosa;R. Leow
本研究探讨了意识在不同学习条件下对第二语言发展的影响。成人西班牙语学习者在电脑解决问题的五种版本中，有一种暴露在过去条件句中，这些版本的明确程度各不相同。通过使用在线和离线数据启发程序，解决了两个主要问题：在不同条件下接触第二语言输入是否对学习者的意识有不同的影响，以及不同的意识水平是否影响学习者在接触输入后立即和随着时间的推移识别和产生目标结构新范例的能力。结果表明，高水平的意识不仅与更明确的条件有关，而且比低水平的有效得多。
This study investigated the role of awareness in different learning conditions in relation to second language (L2) development. Adult learners of Spanish were exposed to past conditional sentences in one of five versions of a computerized problem-solving task that vary in their degree of explicitness. By employing both on-line and off-line data elicitation procedures, two main issues were addressed: whether exposure to L2 input under different conditions had a differential impact on learners' awareness and whether different levels of awareness influenced learners' ability to recognize and produce new exemplars of the target structure immediately after exposure to the input and over time. Results indicated that higher levels of awareness were not only associated with more explicit conditions but were also substantially more effective than lower levels.