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This is an experimental study on freshmen and seniors of English major from the perspective of monitoring theories.It aims at examining the effects of English proficiency level and task complexity on self-repairs as well as the interaction of English proficiency level and task complexity, with respect to the number, distribution and the structure of self-repairs. Mixed Factorial Design was adopted in the study and the tools WordSmith and SPSS 13.0 were used to deal with the data in this study. According to different repairing reasons, the taxonomy of self-repairs in this study includes different repair, appropriateness repair and error repair, with six subcategories of appropriateness repair and four subcategories of error repair.Besides, Levelts (1983) categories of structures are adoped,which involve instant repairing,anticipatory retracing, and fresh starts. The main findings of the study are: 1) No sharp difference exists in the total frequency of self-repairs between the high-level group and the low-level group, but English proficiency level exerts significant effects on self-repair behaviors, with respect to appropriateness repairs and error repairs.Besides, significant structural difference can be detected between low-level group and high-level one. 2) On the whole, self-repairs are used much more in task2 (narrative task) than in taskl (personal information exchange task), especially with respect to appropriateness repairs and error repairs.As to the structure of self-repairs, no matter instant repairing and anticipatory retracing or fresh starts are used more frequently in task2 than in taskl. 3) There is significant interaction between English proficiency level and task complexity on error repairs and "conservative" way of repairing (instant repairing plus anticipatory retracing) but no significant interactions exist on different repairs, appropriateness repairs and fresh starts. The above main findings have significance in inspiring the improvement of English teaching and learning as a foreign language in China.First and foremost, self-repair, as a learning strategy, can enhance the efficiency of English learning and production.Secondly, self-repair should be applied to classroom teaching, assessment as well as task selection and design positively and appropriately.