ATTENTION TO IRREGULAR VERBS BY BEGINNING LEARNERS OF GERMAN An Eye-Movement Study
ATTENTION TO IRREGULAR VERBS BY BEGINNING LEARNERS OF GERMAN An Eye-Movement Study
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DOI：
10.1017/s0272263112000897
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发表时间：
2013-06-01
影响因子：
4.1
通讯作者：
Uggen, Maren S.
中科院分区：
文献类型：
--
作者：
Godfroid, Aline;Uggen, Maren S.
这项研究的重点是开始第二语言学习者的注意不规则动词形态，一个领域的语法，许多成年人发现很难获得（例如，DeKeyser，2005; Larsen-Freeman，2010）。我们测量了初学者在句子处理过程中的眼动，以调查他们是否真的注意到了不规则动词的特征，如果是的话，他们对这些特征的注意力是否能预测他们的习得。假设注意力有助于学习（例如，Gass，1997;罗宾逊，2003;施密特，2001），我们期望得到更多的关注（即，更长的固定或更频繁的动词形式之间的比较），以导致更多的不规则动词的学习。40名德语初学者阅读12个德语句子对与词干变化的动词和12个德语句子对与规则动词，而Eyelink 1000记录他们的眼动。动词的词干变化包括6个a -> a变化动词和6个e -> i（e）变化动词。每个动词出现在第一人称单数的基准句中，没有词干变化，以及第二或第三人称单数的关键句中，不规则动词有词干变化，但规则动词没有，在同一屏幕上。富有成效的前测和后测测量了暴露对学习的影响。结果表明，学习者在整体上看更长的干变化的动词比规则的动词，揭示了动词不规则的阅读时间的后期效果。较长的总时间有一个温和的，有利的影响，随后生产的干元音。最后，在阅读过程中，只有a -> a动词而不是e -> i（e）动词的产生得益于直接的视觉比较，这可能是因为前者的元音变音。我们解释的结果与最近的理论和研究的注意，注意，和语言学习，并提供了一个更细致入微的和基于经验的理解注意结构。
This study focuses on beginning second language learners' attention to irregular verb morphology, an area of grammar that many adults find difficult to acquire (e.g., DeKeyser, 2005; Larsen-Freeman, 2010). We measured beginning learners' eye movements during sentence processing to investigate whether or not they actually attend to irregular verb features and, if so, whether the amount of attention that they pay to these features predicts their acquisition. On the assumption that attention facilitates learning (e.g., Gass, 1997; Robinson, 2003; Schmidt, 2001), we expected more attention (i.e., longer fixations or more frequent comparisons between verb forms) to lead to more learning of the irregular verbs. Forty beginning learners of German read 12 German sentence pairs with stem-changing verbs and 12 German sentence pairs with regular verbs while an Eyelink 1000 recorded their eye movements. The stem-changing verbs consisted of six a -> a changing verbs and six e -> i(e) changing verbs. Each verb appeared in a baseline sentence in the first-person singular, which has no stem change, and a critical sentence in the second- or third-person singular, which have a stem change for the irregular but not the regular verbs, on the same screen. Productive pre- and posttests measured the effects of exposure on learning. Results indicate that learners looked longer overall at stem-changing verbs than regular verbs, revealing a late effect of verb irregularity on reading times. Longer total times had a modest, favorable effect on the subsequent production of the stem vowel. Finally, the production of only the a -> a verbs-not the e -> i(e) verbs-benefited from direct visual comparisons during reading, possibly because of the umlaut in the former. We interpret the results with reference to recent theory and research on attention, noticing, and language learning and provide a more nuanced and empirically based understanding of the noticing construct.