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先前的研究发现,学习者自我生成的“形式关注”发生频率很低,且受语言水平影响;他们一般不能兼顾交际中的形式问题,即使有,关注较多的是词汇问题。我们通过对32名中国大学生课堂互动语料的分析却发现,在交际语言任务中,学习者自我生成的“形式关注”发生的频率很高,且不受其语言水平的影响;他们能够兼顾形式问题,总体而言对话语和形态/句法层次的问题比较敏感;学习者显性的语言知识在“形式关注”中发挥了主要作用。在此基础上,我们对输入处理模型和习得发展阶段论的适应性等问题进行了探讨。
Previous studies have found that learners’ “self-generated” “formal concerns” occur at a very low frequency and are influenced by language proficiency; they generally can not take into account the formal problems in communication, even if they are concerned with vocabulary problems. Through the analysis of the interactive corpus of 32 Chinese college students, we found that learners’ self-generated “form concerns ” occur frequently in communicative language tasks regardless of their language level; they can take account of both Formal problems are generally more sensitive to discourse and morphology / syntactic level problems. Learners’ dominant language knowledge plays a major role in “formal attention ”. On this basis, we discuss the input processing model and the adaptability of the stage of acquisition and development.