Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study.
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study.
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正面证据与显式规则呈现和显式负面反馈：一项计算机辅助研究。
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
K. Morgan‐Short
中科院分区：
文献类型：
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作者：
C. Sanz;K. Morgan‐Short
显性信息在第二语言习得中的促进作用得到了大量研究的支持（Alanen，1995；Carroll & Swain，1993；de Graaff，1997；DeKeyser，1995；Ellis，1993；Robinson，1996，1997），但也有反证据（Rosa & O’Neill，1999；范帕滕和奥克农，1996）。这项实验研究通过比较由[+/-解释]和[+/-显式反馈]组成的四组，调查计算机提供的显式信息对西班牙语词序习得的影响。结果显示，所有小组在解释和生产测试方面都有显着且相似的进步。有人认为，明确的信息不一定有利于第二语言的习得，而让学习者接触任务必需的练习就足以促进习得。
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O’Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish word order by comparing four groups comprised of [+/−Explanation] and [+/−Explicit Feedback]. Results showed that all groups improved significantly and similarly on interpretation and production tests. It is suggested that explicit information may not necessarily facilitate second Language acquisition and that exposing learners to task-essential practice is sufficient to promote acquisition.