中国英语学习者自述故事中自我修正的研究PDF电子书下载

INTRODUCTION 1

0.1　Need for the Study 2

0.1.1 Motivation 2

0.1.2　Significance of the Study 5

0.1.2.1　Theoretical Significance 5

0.1.2.2　Methodological Significance 8

0.1.2.3　Pedagogical Significance 9

0.2　Organization of the Book 11

PART Ⅰ　RESEARCH BACKGROUND 15

Chapter One LITERATURE REVIEW 15

1.1 Introduction 15

1.2　Theoretical Issues 15

1.2.1　Mechanisms of L2 Self-Repair and Its Role in L2 Acquisition and Use 16

1.2.1.1　Types of Self-Repairs 16

1.2.1.2　Conditions for Monitoring and Self-Repair 17

1.2.1.3　The Relevance of Self-Repair to L2 Acquisition and Use 18

1.2.2　Relevant Theories in Accounting for the Variations in Self-Repairs 20

1.2.2.1　Information Processing Theory 20

1.2.2.2　Notion of Automatization 21

1.2.2.3　Attention in Output Processing 22

1.3 Empirical Studies 25

1.3.1　Areas of Investigation 26

1.3.1.1　Studies on Self-Repair Proper 27

1.3.1.1.1　General Characteristics of Self-Repair 27

1.3.1.1.2　The Relationship between Self-Repairs and Output Variables 31

1.3.1.2　Proficiency-Related Differences in Self-Repair Behavior 32

1.3.1.2.1　Differences in the Distribution of Self-Repairs 32

1.3.1.2.2　Differences in the Placing of Cut-Off Points 36

1.3.1.2.3　Differences in the Placing of Restarting Points 39

1.3.1.2.4　Differences in the Result of Self-Repair 40

1.3.2　Problems with Existing Studies:A Brief Summary 43

1.3.2.1 Conflicting Findings and Unexplored Issues 44

1.3.2.2　Methodological Issues 44

1.4　Summary 45

Chapter Two INTRODUCING THE PRESENT STUDY 46

2.1 Introduction 46

2.2 Self-Repair:Definition and Identification 46

2.2.1 Defining Self-Repair 46

2.2.2 Features for Identification 48

2.2.2.1 Structure of a Self-Repair 48

2.2.2.2 Speech Signals as an Aid to the Identification 49

2.3 Taxonomies of Self-Repairs 51

2.3.1 Existing Taxonomies:Introduction and Evaluation 51

2.3.1.1 Levelt's(1983)Taxonomy 52

2.3.1.2 van Hest's(1996)Taxonomy 54

2.3.1.3 Kormos's(1999b,2000a)Taxonomy 57

2.3.2 An Adapted Version of the Classification in the Present Study 59

2.4 Toward a Framework for the Present Study 61

2.4.1 Systematizing the Self-Repair Studies 61

2.4.2 Making Hypotheses 64

PARTⅡ METHODOLOGY 71

Chapter Three RESEARCH DESIGN 71

3.1 Introduction 71

3.2 Research Questions 71

3.3 Materials 72

3.3.1 The National Spoken English Test for English Majors(Band 4) 73

3.3.2 The SECCL Project 75

3.3.3 Justifying the Use of Corpus Data 76

3.4 Data Selection 78

3.4.1 Whole Sample 78

3.4.2 High-Score Group and Low-Score Group 81

3.4.3 3 High-Scorers and 3 Low-Scorers for Close Examination 81

3.5 Data Analysis 83

3.5.1 Identifying Self-Repairs 83

3.5.2 Classifying Self-Repairs 84

3.5.2.1 Classifying Self-Repairs in Terms of Scope 84

3.5.2.2 Classifying Self-Repairs in Terms of Content 85

3.5.2.3 Classifying Self-Repairs in Terms of Interruption Point 93

3.5.2.4 Classifying Self-Repairs in Terms of Restarting Point 93

3.5.2.5 Classifying Self-Repairs in Terms of Number of Attempts 95

3.5.3 Coding Procedure 96

3.5.4 Measuring the Variables 102

3.5.4.1 Performance-Related Variables 102

3.5.4.2 Repair-Related Variables 108

3.6 Summary 114

PART Ⅲ RESULTS AND DISCUSSION 117

Chapter Four GENERAL CHARACTERISTICS OF SELF-REPAIR 117

4.1 Introduction 117

4.2 Self-Repair Proper 118

4.2.1 Distribution in Terms of Scope and Content 118

4.2.1.1 One-Aspect Repairs 119

4.2.1.2 Double-Aspect Repairs 125

4.2.2 Distribution in Terms of Way of Interrupting 128

4.2.3 Distribution in Terms of Way of Restarting and Number of Attempts 131

4.2.3.1 Way of Restarting 131

4.2.3.2 Multiple Repairs 133

4.2.4 Success Rate of Form Repairs 141

4.3 Relationship between Self-Repairs,Score and Output Variables 143

4.4 Tentative Conclusions Drawn from Double and Multiple Repairs 151

4.5 Summary 152

Chapter Five DIFFERENCES BETWEEN HIGH-SCORERS AND LOW-SCORERS IN SELF-REPAIR 153

5.1 Introduction 153

5.2 The High-Group vs.the Low-Group:Between-Group Differences 154

5.2.1 Differences in Distribution of Self-Repairs 154

5.2.2 Differences in Interruption Point 161

5.2.3 Differences in Retracing Span 163

5.3 3 High-Scorers vs.3 Low-Scorers:Within-Group Variations 165

5.3.1 3 High-Scorers 166

5.3.2 3 Low-Scorers 173

5.3.3 A Brief Summary 178

5.4 Summary 180

Chapter Six VARIATIONS IN MORPHOLOGICAL REPAIRS 181

6.1 Introduction 181

6.2 Variations between the 1st Half and the 2nd Half of the Utterances 181

6.3 Variations in the Tense Accuracy of Subsequent Verbs 189

6.3.1 Tense Accuracy of the Verbs Immediately Following Repairs 190

6.3.2 Tense Accuracy of the Same Verbs within the Utterance 191

6.4 Summary 193

PART Ⅳ CONCLUSION 197

Chapter Seven SELF-REPAIR IN L2 MONOLOGIC ORAL PRODUCTION:A CONCLUSION 197

7.1 Introduction 197

7.2 Major Findings 197

7.2.1 Findings Concerning the General Characteristics of Self-Repair 197

7.2.2 Findings Concerning the Proficiency-Related Differences in Self-Repair 199

7.2.3 Findings Concerning the Possible Effects of Earlier Self-Repairs on Subsequent Performance 200

7.3 Theoretical Implications 202

7.3.1 Constructing a Descriptive Framework for L2 Self-Repair Studies 202

7.3.2 Validating the Contribution of Performance Variability Analyses in Second Language Acquisition Theory 203

7.3.3 Questioning Krashen's Monitor Hypothesis 204

7.4 Pedagogical Implications 204

7.5 Limitation of the Study 205

7.6 Suggestions for Future Research 207

7.6.1 Areas of Investigation 207

7.6.2 Methods of Investigation 208

7.7 Summary 209

References 211

Appendices 224

后记 251

LIST OF TABLES 27

Chapter One 27

Table 1.1 Distribution of self-repairs:research findings 27

Table 1.2 Correlations between variables(Temple 2000:294) 31

Chapter Two 52

Table 2.1 Three major taxonomies of self-repairs in L1 and L2:a comparison 52

Chapter Three 80

Table 3.1 A description of excluded subjects 80

Table 3.2 Subjects selected for qualitative analyses(average std.repair=2.52) 82

Table 3.3 Correlations between score and two standardization measures 110

Chapter Four 119

Table 4.1 Distribution of self-repairs in terms of scope 119

Table 4.2 Frequency of main categories of self-repairs 119

Table 4.3 A comparison of L2 repair distributions with Kormos(2000a) 121

Table 4.4 Frequency of different categories and sub-categories of self-repairs 124

Table 4.5 Frequency of morphological and non-morphological repairs 124

Table 4.6 General characteristics of double-repairs(N=9) 126

Table 4.7 Frequency of immediate and delayed repairs 129

Table 4.8 Means of interruption point of three groups in van Hest's study(van Hest 1996:71) 130

Table 4.9 Frequency of instant repairs，retracing repairs and fresh starts 132

Table 4.10 Distribution of subjects with respect to the number of multiple repairs 133

Table 4.11 Distribution of multiple repairs with respect to the type in each of the multiple attempts 135

Table 4.12 Success rate of form repairs 142

Table 4.13 Success rate of sub-categories of form repairs 142

Table 4.14 Correlations between self-repairs，score and output variables 144

Table 4.15 Correlations between measures of fluency，accuracy and form repairs 146

Table 4.16 Correlations between score，fluency，accuracy and complexity 149

Table 4.17 Coefficients for the predictors of repair occurrences 150

Chapter Five 155

Table 5.1 Descriptive statistics of self-repairs:L-group vs.H-group 155

Table 5.2 A comparison of major categories of self-repairs 156

Table 5.3 A comparison of information and linguistic repairs 157

Table 5.4 A comparison of sub-categories of self-repairs 158

Table 5.5 A comparison of morphological and non-morphological repairs 159

Table 5.6 Correlations between score and sub-categories of form repairs 161

Table 5.7 Differences in interruption point 161

Table 5.8 Differences in retracing span 163

Table 5.9 Major categories of self-repairs by 3 high-scorers and 3 low-scorers 165

Table 5.10 Distribution of self-repairs by 3 high-scorers 166

Table 5.11 A description of tense error rate and repair rate by 3 high-scorers 171

Table 5.12 Distribution of self-repairs by 3 low-scorers 174

Table 5.13 A description of tense error rate and repair rate by 3 low-scorers 176

Table 5.14 A comparison in error rate，repair rate and success rate of tense 179

Chapter Six 182

Table 6.1 Differences in error rate and repair rate between the 1st half and the 2nd half 182

Table 6.2 Distribution of subjects who made tense repairs 186

Table 6.3 Change of tense repairs between the 1st half and the 2nd half 186

Table 6.4 Repair rate increase between the 1st half and the 2nd half(％，N=10) 187

Table 6.5 Repair rate decrease between the 1st half and the 2nd half（％，N=10） 188

Table 6.6 Two students with highest increase rate vs.two students with biggest decrease rate 188

Table 6.7 Status of subsequent verbs after tense repair(N=38) 190

Table 6.8 Status of verbs which were repaired and later repeated 193