COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING
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注重形式和第二语言超分段学习的交流
DOI：
10.1017/s0272263114000114
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发表时间：
2014
影响因子：
4.1
通讯作者：
Xianghua Wu
中科院分区：
文献类型：
--
作者：
Kazuya Saito;Xianghua Wu
本研究考察了41名广东学习者在有和没有纠正性反馈（CF）作为输出增强的形式聚焦教学（FFI）下如何在语音和音韵两个层面促进第二语言（L2）对普通话声调的感知。两个实验组，仅FFI和FFI-CF，接受了90分钟的FFI治疗，旨在鼓励他们注意到和实践的汉语声调的分类区分，通过一系列的交际输入和输出活动。在这些活动中，教师只向FFI-CF组的学生提供CF，通过重铸和推动他们修复他们对目标特征的错误发音（即，输出增强）。对照组接受类似的意义导向的指导，没有任何FFI。FFI的有效性是通过一个强迫选择识别任务来评估的，该任务使用了经过训练和未经训练的项目，用于普通话中的各种音调对比（高电平音调1与中升调2与高降调4）。根据统计比较，仅使用FFI的一组学生在所有词汇和声调方面都有显著的进步，尤其是在学习第一语言粤语的第一和第四声时，这种效果尤为明显。然而，FFI-CF组仅在经过训练的词汇条件下表现出轻微的显着增益。结果表明，FFI促进学习者的注意力从词汇到声音学习的转移（在训练和未训练的项目的可推广的收益），并促进他们获得新的语音和音韵类别。然而，在FFI中加入CF作为输出增强的相对优势仍然不清楚，特别是对于目前研究中经验较少的L2学习者。
The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment designed to encourage them to notice and practice the categorical distinctions of Mandarin tones through a range of communicative input and output activities. During these activities, the instructors provided CF only to students in the FFI-CF group by recasting and pushing them to repair their mispronunciations of the target features (i.e., output enhancement). The control group received comparable meaning-oriented instruction without any FFI. The effectiveness of FFI was assessed via a forced-choice identification task with both trained and untrained items for a variety of tonal contrasts in Mandarin (high-level Tone 1 vs. mid-rising Tone 2 vs. high-falling Tone 4). According to statistical comparisons, the FFI-only group attained significant improvement in all lexical and tonal contexts, and such effectiveness was evident particularly in the acquisition of Tone 1 and Tone 4—supposedly the most difficult instances due to their identical phonological status in the learners’ first language, Cantonese. The FFI-CF group, however, demonstrated marginally significant gains only under the trained lexical conditions. The results suggest that FFI promotes learners’ attentional shift from vocabulary to sound learning (generalizable gains in trained and untrained items) and facilitates their access to new phonetic and phonological categories. Yet the relative advantage of adding CF to FFI as output enhancement remains unclear, especially with respect to the less experienced L2 learners in the current study.
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影响因子：
2.4
作者：
FLEGE, JE;MUNRO, MJ;MACKAY, IRA
通讯作者：
MACKAY, IRA
DOI：
--
发表时间：
2006
期刊：
Journal of Physics G
影响因子：
--
作者：
Connie K. So
通讯作者：
Connie K. So
影响因子：
3.7
作者：
Kuhl, Patricia K.
通讯作者：
Kuhl, Patricia K.
影响因子：
2.4
作者：
LIVELY, SE;PISONI, DB;YAMADA, T
通讯作者：
YAMADA, T
影响因子：
2.4
作者：
Bradlow, AR;Pisoni, DB
通讯作者：
Pisoni, DB