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

以形式为中心的教学的一个一般原则是，在以意义为基础的活动中，应将学习者的注意力吸引到形式上。尽管已经测试了各种教学任务的有效性（参见Spada， 2011年的回顾），但有限的研究已经解决了这些任务如何在形式和意义之间创造注意力平衡。本实验采用前测-后测-处理的设计，以英语被动语态为语言目标，对97名日本大学生进行三种不同的处理：文本重构组（28人）在阅读一篇包含许多被动语态例子的文本后进行复制；补完型填空组（37人）将所缺的与被动语态相关的单词和短语全部补上；输入洪水组（32人）阅读同一篇文章，回答包含许多被动语态例子的理解题。采用多项选择测试来测量目标结构的知识。为了评估参与者对文本内容的理解程度，研究人员用日语准备了一个单独的选择题测试，并在测试结束前进行了测试。在后测中，完形填空重建组和输入洪水组在语法学习方面的表现都明显优于重建组，尽管前两组的结果没有差异（即完形填空重建=输入洪水>文本重建）。输入洪水组对文本的理解明显优于文本重建组，后者优于完形重建（即输入洪水>文本重建>完形重建）。研究结果表明了形式和意义之间的权衡：完形填空重建任务促使学习者专注于一个方面（即语法学习），而牺牲了另一个方面（即阅读理解）。相比之下，输入洪水技术似乎在形式和意义之间创造了注意力平衡。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注意力平衡。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