The effect of written languaging on learning the hypothetical conditional in English
The effect of written languaging on learning the hypothetical conditional in English
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DOI：
10.1016/j.system.2016.02.008
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发表时间：
2016-06-01
期刊：
影响因子：
6
通讯作者：
Suzuki, Wataru
中科院分区：
文献类型：
--
作者：
Ishikawa, Masako;Suzuki, Wataru
最近的研究表明，语言（即当学习者使用语言来反思他们的语言使用时）有助于第二语言的学习。虽然语言包括说和写（Swain, 2006），但迄今为止，口头语言受到的关注最多。为了填补这一研究空白，本研究试图考察书面语言对第二语言学习的影响。40名第二语言学习者被分为三组：书面语言（+WL），无WL （-WL）和对照组。第1周，各组均完成前测。第二周，在阅读了目标语法结构（即英语虚拟过去时）的文本后，+WL组写下了他们对相关规则（即书面语言）的理解，-WL组做了与该结构相关的语法练习。随后立即进行了后测。一周后进行延迟后测。虽然+/-WL组的所有后测成绩均优于对照组，但只有+WL组的延迟生产后测得分显著高于对照组，说明WL具有促进作用。本文对这些结果进行了讨论，并参考了第二语言的研究。(C) 2016 Elsevier Ltd.版权所有。
Recent research has shown that languaging (i.e., when learners use language to reflect on their language use) facilitates the learning of a second language (L2). Although languaging includes both speaking and writing (Swain, 2006), oral languaging has received the most attention to date. To fill this research gap, this study attempted to examine the effects of written languaging on L2 learning. Forty L2 learners were assigned to three groups: written languaging (+WL), no WL (-WL), and control. In Week 1, the pretest was completed by all groups. In Week 2, after reading a text on the target grammatical structure (i.e., the subjunctive past tense in English), the +WL group wrote about their understanding of the relevant rule (i.e., written languaging) and the -WL group worked on a grammar exercise related to this structure. An immediate posttest followed. A delayed posttest was administered one week later. Although both the +/-WL groups outperformed the control group on all the posttests, only the +WL group scored significantly higher than the control group in the delayed production posttest, suggesting the facilitative effect of WL. These results are discussed with references to L2 research on languaging. (C) 2016 Elsevier Ltd. All rights reserved.