MORE ON THE EFFECTS OF EXPLICIT INFORMATION IN INSTRUCTED SLA
MORE ON THE EFFECTS OF EXPLICIT INFORMATION IN INSTRUCTED SLA
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更多关于指示 SLA 中显式信息的影响
DOI：
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发表时间：
2009
影响因子：
4.1
通讯作者：
B. Vanpatten
中科院分区：
文献类型：
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作者：
Nicholas Henry;Hillah Culman;B. Vanpatten
外显信息作为一个独立变量在指导性二语习得中的作用还没有得到充分的研究。然而，使用处理指令的框架，一系列离线研究发现EI没有影响（例如，Benati，2004; Sanz & Morgan-Short，2004; VanPatten & Oikkenon，1996）。Fernández（2008）提出了两个在线实验，结果喜忧参半。她发现，处理指令对一个目标结构（西班牙语中的虚拟语气）的EI有影响，但对其他结构（西班牙语中的宾语代词和词序）没有影响。因此，EI的影响可能与目标结构或处理问题有关，或两者兼而有之。本研究是费尔南德斯实验的概念复制。目标是在具有主语（S）-动词（V）-宾语（O）和OVS语序的文章上的德语区分格标记。正如杰克逊（Jackson，2007）和洛可可（LoCoco，1987）所指出的那样，德语作为第二语言的学习者将OVS句误解为SVO，忽略了格标记作为谁对谁做了什么的线索。因此，教学干预的目标是促使学习者正确处理格标记和词序。处理包括两个条件下的结构化输入项目（法利，2005; Lee & VanPatten，2003）：+/-EI。在Fernández之后，通过使用e-Prime的计算机进行治疗，并记录学习者在完成项目时的反应。Fernández没有发现EI对西班牙语的词序和宾语代词有影响，但我们发现EI对德语的词序和格标记有影响：（a）+EI组中达到标准（开始正确处理输入字符串）的学习者是− EI组的两倍;（B）+EI组的学习者开始处理词序和格标记的时间比− EI组早。尽管费尔南德斯和我们的实验中的加工问题是相同的，但我们将结果的差异归因于特定结构与加工问题的相互作用，并呼吁对EI的作用进行更多的研究，不仅在加工指令中，而且在所有正式干预中。
The role of explicit information (EI) as an independent variable in instructed SLA is largely underresearched. Using the framework of processing instruction, however, a series of offline studies has found no effect for EI (e.g., Benati, 2004; Sanz & Morgan-Short, 2004; VanPatten & Oikkenon, 1996). Fernández (2008) presented two online experiments with mixed results. She found an effect for EI with processing instruction on one target structure (subjunctive in Spanish) but not the other structures (object pronouns and word order in Spanish). Thus, the effects of EI could be related to the target structure or to a processing problem, or both. The present study is a conceptual replication of one of Fernández’s experiments. The target was German accusative case markings on articles with both subject (S)- verb (V)- object (O) and OVS word orders. As shown by Jackson (2007) and LoCoco (1987), learners of German as a second language misinterpret OVS sentences as SVO, ignoring case markings as a cue of who does what to whom. Thus, the goal of the instructional intervention was to push learners to process case markings and word order correctly. The treatment consisted of structured input items (Farley, 2005; Lee & VanPatten, 2003) under two conditions: +/−EI. Following Fernández, the treatment was conducted via computer using e-Prime, and learners’ responses were recorded as they made their way through the items. Whereas Fernández did not find an effect for EI for word order and object pronouns in Spanish, we found an effect for word order and case markings in German: (a) Twice as many learners in the +EI group reached criterion (began to process input strings correctly) compared with the −EI group, and (b) learners in the +EI group began processing word order and case markings sooner than in the −EI group. Even though the processing problem was the same in both Fernández’s and our experiments, we attribute the difference in results to the interaction of particular structures with the processing problem and call for additional research on the role of EI not just in processing instruction but in all formal interventions.