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本文首先报告EFL学习者掌握和运用英语运动事件“V+P_小+P_大”复杂结构的调查结果,其后报告基于调查结果开展的旨在增进学习者有关“V+P_小+P_大”复杂结构意识的教学实验。三个实验组和一个控制组分别接受不同程度的增进意识任务的教学,即时后测与延时后测的统计结果显示:三个实验组运用英语“V+P_小+P_大”复杂结构的情况均好于控制组;在三个实验组中,接受目标语结构讲解和较多增强输入及练习任务的小组好于其他两组;接受增强输入任务的小组比仅接受非增强输入任务的小组运用情况好。本研究说明,实施增进意识的教学对中国学生习得英语“V+P_小+P_大”复杂结构具有促进作用,且不同程度的意识产生了不同的习得效果。
This paper first reports EFL learners to master and use English sports events “V + P_ small + P_large ” complex structure of the survey results reported afterwards based on the results of the study to promote learners related to “V + P _ Small + P_ big ”teaching of complex structure of consciousness experiment. The three experimental groups and one control group received different degrees of awareness-raising tasks, respectively. The statistics of immediate after-measurement and post-delay-after measurement showed that the three experimental groups used the English “V + P_min + P_id ”The complex structure was better than the control group; in the three experimental groups, the groups that accepted the target language structure and had more input and practice tasks were better than the other two groups; the groups that accepted the enhanced input task performed better than the non-enhanced Enter the task of using the team is good. This study shows that the implementation of awareness-raising teaching can promote Chinese students’ acquisition of English “V + P_mall + P_large” complex structures, and different degrees of awareness have different learning effects.