The effect of content and grammar integrated instruction : An Exploratory Study

以形式为中心的教学的一般原则是，应在基于意义的活动中吸引学习者对形式的注意。尽管各种教学任务的有效性已经过测试(见Spada，2011)，但有关此类任务如何在形式和意义之间创造注意平衡的研究有限。本实验采用以英语被动语态为语言目标的前测-处理-后测设计，对97名日本大学生进行了三种不同的处理：语篇重构组(28人)在阅读后再现了一篇包含许多被动语态的课文；完形填空组(37人)插入了与被动语态有关的所有缺失的单词和短语；输入泛洪组(32人)阅读了相同的课文并回答了包含许多被动语态的理解问题。多项选择测试被用来测量目标结构的知识。评估参与者在…下的为了更好地理解课文内容，用日语准备了一份单独的多项选择题测试，并在紧接后测试之前进行。在后测中，完形填空组和输入泛洪组的语法学习成绩均显著优于重建组，尽管前两组的结果并无差异(即完形填空=输入泛洪组)。输入泛洪组对语篇的理解显著好于完形填空(即输入泛洪语篇和完形填空)。研究结果表明了形式和意义之间的权衡：完形填空任务导致学习者专注于一个方面(即语法学习)，而忽视了另一个方面(即阅读理解)。相比之下，大量输入的技术似乎在形式和意义之间创造了注意力的平衡。研究人员和教师可能希望考虑到，教学任务应该优化形式和意义之间的正确注意平衡。较少

A general principle of Form-Focused Instruction is that learner's attention should be drawn to form during meaning-based activities. Although the efficacy of various pedagogic tasks has been tested (see Spada, 2011 for a review), limited studies have addressed how such tasks would create attentional balance between form and meaning. In this experiment, with a pretest-treatment-posttest design whose linguistic target is the passive voice in English, 97 Japanese university students received three different treatments : The text reconstruction group (28) reproduced a text which included many examples of passive form after reading it ; the cloze reconstruction group (37) inserted all the missing words and phrases related to passive form ; and the input-flood group (32) read the same text and answered comprehension questions in which many examples of passive form were embedded. Multiple-choice tests were administered to measure knowledge of the target structure. To assess participants' unde … More rstanding of the text content, a separate multiple-choice test was prepared in Japanese and administered before the immediate post-test. Both the cloze reconstruction and input flood groups significantly outperformed the reconstruction group in terms of grammar learning measured in the posttest, although the former two groups results did not differ (i.e., cloze reconstruction = input flood > text reconstruction). The input-flood group comprehended the text significantly better than the text reconstruction group who outperformed the cloze reconstruction (i.e., input flood > text reconstruction > cloze reconstruction). The findings indicate a trade-off between form and meaning : the cloze reconstruction task induced the learners to focus on one aspect (i.e., grammar learning) at the expense of the other (i.e., reading comprehension). In contrast, the input flood techniques seemed to create attentional balance between form and meaning. Researchers and teachers may wish to take into account that pedagogic tasks should optimize right attentional balance between form and meaning. Less