师生互动中的聚焦形式研究 应用语言学专业英语2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

师生互动中的聚焦形式研究 应用语言学专业英语PDF格式电子书版下载

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CHAPTER 1 INTRODUCTION1

1.1 Overview1

1.2 Background4

1.3 Research questions8

1.4 Thesis outline9

CHAPTER 2 THE COGNITIVE APPROACH TO SECOND LANGUAGE ACQUISITION9

2.1 Introduction10

2.2 Input11

2.2.1 Positive evidence11

2.2.2 Negative evidence14

2.3 Apperceived input(noticed-input)16

2.4 Comprehended input17

2.5 Intake18

2.5.1 Attention18

2.5.2 Linguistic knowledge19

2.6 Integration20

2.7 Output21

2.8 The relationship between cognitive processes and focus on form23

2.9 Summary24

CHAPTER 3 THE INTERACTIONIST APPROACH TO SECOND LANGUAGE ACQUISITION24

3.1 Introduction25

3.2 The interaction hypothesis25

3.3 Negotiation in SLA27

3.3.1 Contribution of negotiation to comprehensible input28

3.3.2 Contribution of negotiation to modified output30

3.3.3 Contribution of negotiation to awareness of linguistic features32

3.4 The relationship between the interactionist approach and focus on form34

3.5 Summary35

CHAPTER 4 FOCUS ON FORM36

4.1 Introduction36

4.2 Focus on form36

4.2.1 Planned focus on form and incidental focus on form37

4.2.2 Reactive versus preemptive focus on form39

4.3 General characteristics of focus on form episodes41

4.3.1 Approach42

4.3.2 Instigator42

4.3.3 Linguistic focus43

4.3.4 Timing43

4.3.5 Source44

4.4 Categories in Reactive FFEs45

4.4.1 Trigger45

4.4.2 Response45

4.4.3 Uptake46

4.5 Categories in Student-initiated FFEs47

4.5.1 Trigger47

4.5.2 Response48

4.5.3 Uptake48

4.6 Categories in Teacher-initiated FFEs49

4.6.1 Trigger49

4.6.2 Response49

4.6.3 Uptake50

4.7 The framework of identifying FFEs for the present study50

4.7.1 Types of FFE51

4.7.2 Types of feedback51

4.7.3 Linguistic focus52

4.7.4 Types of uptake52

4.8 Summary53

CHAPTER 5 RESEARCH VARIABLES IN THE STUDY54

5.1 Introduction54

5.2 Interactional patterns54

5.2.1 Teacher-learner interaction55

5.2.2 Learner-learner interaction60

5.3 Learner-proficiency levels63

5.4 Summary67

CHPATER 6 METHODOLOGY69

6.1 Introduction69

6.2 Design69

6.2.1 Research context70

6.2.2 Participants71

6.2.3 Tasks used for data collection72

6.3 Data collection76

6.4 Transcription78

6.5 Analysis79

6.5.1 Identification of FFEs79

6.5.2 Coding of FFEs79

6.5.3 Reliability of coding102

6.5.4 Statistical analysis103

6.6 The pilot study104

6.7 Summary106

CHAPTER 7 RESULTS107

7.1 Introduction107

7.2 Results addressing the first research question108

7.2.1 Overall occurrence of FFE types109

7.2.2 To what extent is there a difference in FFE types in Teacher-learner and Learner-learner interactions?110

7.2.3 To what extent is there a difference in FFE types in Advanced and Elementary classes?111

7.2.4 In what aspects are there differences in FFE types in Advanced and Elementary classes?112

7.3 Results addressing the second research question115

7.3.1 Overall occurrence of feedback types115

7.3.2 To what extent is there a difference in feedback types in Teacher-learner and Learner-learner interactions?116

7.3.3 To what extent is there a difference in feedback types in Advanced and Elementary classes?122

7.3.4 In what aspects are there differences in feedback types in Advanced and Elementary classes?123

7.4 Results addressing the third research question130

7.4.1 Overall occurrence of linguistic focus131

7.4.2 To what extent is there a difference in linguistic focus in Teacher-learner and Learner-learner interactions?132

7.4.3 To what extent is there a difference in linguistic focus in Advanced and Elementary classes?133

7.4.4 In what aspects are there difference in linguistic focus between Advanced and Elementary classes?134

7.5 Results addressing the fourth research question137

7.5.1 Overall occurrence of uptake types138

7.5.2 To what extent is there a difference in uptake types in Teacher-learner and Learner-learner interactions?138

7.5.3 To what extent is there a difference in uptake types in Advanced and Elementary classes?140

7.5.4 In what aspects are there differences in uptake types in Advanced and Elementary classes?141

7.6 Results summary145

CHAPTER 8 DISCUSSION147

8.1 Introduction147

8.2 Discussion of the first research question148

8.2.1 Overall occurrence of FFE types148

8.2.2 To what extent is there a difference in FFE types in Teacher-learner and Learner-learner interactions?150

8.2.3 To what extent is there a difference in FFE types in Advanced and Elementary classes?151

8.2.4 In what aspects are there differences in FFE types in Advanced and Elementary classes?152

8.2.5 Summary of discussion of the first research question154

8.3 Discussion of the second research question155

8.3.1 Overall occurrence of feedback types155

8.3.2 To what extent is there a difference in feedback types of FFEs in Teacher-learner and Learner-learner interactions?156

8.3.3 To what extent is there a difference in feedback types in Advanced and Elementary classes?165

8.3.4 In what aspects are there differences in feedback types in Advanced and Elementary classes?167

8.3.5 Summary of discussion of the second research question172

8.4 Discussion of the third research question173

8.4.1 Overall occurrence of linguistic focus173

8.4.2 To what extent is there a difference in linguistic focus in Teacher-learner and Learner-learner interactions?175

8.4.3 To what extent is there a difference in linguistic focus in Advanced and Elementary classes?176

8.4.4 In what aspects are there differences in linguistic focus between Advanced and Elementary classes?177

8.4.5 Summary of the third research question178

8.5 Discussion of the fourth research question179

8.5.1 Overall occurrence of uptake types180

8.5.2 To what extent is there a difference in uptake types in Teacher-learner and Learner-learner interactions?181

8.5.3 To what extent is there a difference in uptake types in Advanced and Elementary classes?185

8.5.4 In what aspects are there differences in uptake types in Advanced and Elementary classes?186

8.5.5 Summary of discussion of the fourth research question187

CHAPTER 9 CONCLUSION189

9.1 Introduction189

9.2 Results summary189

9.2.1 FFE types189

9.2.2 Feedback types190

9.2.3 Linguistic focus191

9.2.4 Uptake types192

9.3 Implications193

9.3.1 Theoretical implications193

9.3.2 Pedagogical implications196

9.4 Limitations of the study199

9.5 Directions for futher research202

9.6 Conclusion203

APPENDICES205

APPENDIX A:Ethics forms Participant Information Sheet205

APPENDIX B:General characteristics of Forms-Focused Episodes210

APPENDIX C:Tasks used for the pilot study214

APPENDIX D:Tasks used for data collection219

APPENDIX E:Transcription key232

APPENDIX F:Sample of transcription234

REFERENCES247

LIST OF TABLES51

Table 1 The framework for identifying FFEs in the present study51

Table 2 Observation record77

Table 3 The framework for coding FFEs in the present study80

Table 4 Percentage of agreement on features of FFEs in the reliability coding102

Table 5 Length of time spent on each task in the pilot study105

Table 6 Average frequency of FFEs in the pilot study105

Table 7 Overall occurrence of FFE types109

Table 8 Reactive and Learner-initiated preemptive FFEs in Teacher-learner and Learner-learner interactions110

Table 9 FFE types in Advanced and Elementary classes112

Table 10 FFE types in the two classes in Teacher-learner interactions113

Table 11 FFE types in the two classes in Learner-learner interactions114

Table 12 Overall feedback types116

Table 13 Feedback types in Teacher-learner and Learner-learner interactions117

Table 14 Feedback types in Reactive FFEs in Teacher-learner and Learner-learner interactions119

Table 15 Feedback types in Teacher-initiated preemptive FFEs in Teacher-learner interactions121

Table 16 Feedback types in Learner-initiated preemptive FFEs in Teacher-learner and Learner-learner interactions121

Table 17 Feedback types in Advanced and Elementary classes123

Table 18 Feedback types in Reactive FFEs in the two classes in Teacher-learner interactions125

Table 19 Feedback types in Reactive FFEs in the two classes in Learner-learner interactions127

Table 20 Feedback types in Learner-initiated preemptive FFEs in the two classes in Teacher-learner interactions128

Table 21 Feedback types in Learner-initiated preemptive FFEs in the two classes in Learner-learner interactions129

Table 22 Feedback types in Teacher-initiated preemptive FFEs in Teacher-learner interactions130

Table 23 Overall occurrence of linguistic focus131

Table 24 Linguistic focus in Teacher-learner and Learner-learner interactions132

Table 25 Linguistic focus in Advanced and Elementary classes134

Table 26 Linguistic focus in the two classes in Teacher-learner interactions135

Table 27 Linguistic focus in the two classes in Learner-learner interactions136

Table 28 Overall occurrence of uptake types138

Table 29 Uptake types in Teacher-learner and Learner-learner interactions139

Table 30 Uptake types in Advanced and Elementary classes141

Table 31 Uptake types in the two classes in Teacher-learner interactions143

Table 32 Uptake types in the two classes in Learner-learner interactions144

Table 33 Results summary145

LIST OF FIGURES11

Figure 1 A model of five stages of the mental process in SLA(Gass,1997)11

Figure 2 Input in L2 classroom(Long and Robinson,1998)12

Figure 3 Reactive and Learner-initiated preemptive FFEs in T-L and L-L interactions111

Figure 4 FFE types in Advanced and Elementary classes112

Figure 5 FFE types in the two classes in Teacher-learner interactions114

Figure 6 Feedback types in Teacher-learner and Learner-learner interactions118

Figure 7 Feedback types in Reactive FFEs in Teacher-learner and Learner-learner interactions120

Figure 8 Feedback types in Learner-initiated preemptive FFEs in Teacher-learner and Learner-learner interactions122

Figure 9 Feedback types in Advanced and Elementary classes124

Figure 10 Feedback types in Reactive FFEs in the two classes in Teacher-learner interactions126

Figure 11 Feedback types in Learner-initiated preemptive FFEs in the two classes in Learner-learner interactions129

Figure 12 Linguistic focus in Teacher-learner and Learner-learner interactions133

Figure 13 Linguistic focus in Advanced and Elementary classes134

Figure 14 Linguistic focus in the two classes in Teacher-learner interactions136

Figure 15 Linguistic focus in the two classes in Learner-learner interactions137

Figure 16 Uptake types in Teacher-learner and Learner-learner interactions140

Figure 17 Uptake types in Advanced and Elementary classes142

Figure 18 Uptake types in the two classes in Teacher-learner interactions144