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文章以未成年外语学习者为受试者,运用准实验研究探讨外部凸显和输出这两种注意手段在促进现在完成时注意和学得方面的作用。研究发现:就句法项目而言,外部凸显的注意效果和学习目标本身的物理凸显度有关;虽然外部凸显本身足以让学习者注意到物理凸显度较高的句法结构,但几乎没有促进对学习目标的学得;多次强化的外部凸显和输出可以明显促进学习者对学习目标的注意。该研究为今后兼顾交际能力和语言准确度的外语教学提供了建设性建议。
The article takes the minor foreign language learner as the subject and uses the quasi-experimental study to explore the role of the two kinds of attentional means of external highlighting and output in promoting the attention and learning nowadays. The study found that, in the case of syntactic projects, externally highlighted attentional effects were related to the physical prominence of the learning objective itself; while external prominence itself was sufficient for learners to notice syntactically well-structured structures, there was little incentive for learning goals Of learning; multiple enhanced external highlighting and output can significantly promote learners’ attention to learning goals. The study provides constructive suggestions for foreign language teaching that will give consideration to communicative competence and language accuracy in the future.