中国英语学习者自述故事中自我修正的研究PDF|Epub|txt|kindle电子书版本网盘下载

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INTRODUCTION1

0.1　Need for the Study2

0.1.1 Motivation2

0.1.2　Significance of the Study5

0.1.2.1　Theoretical Significance5

0.1.2.2　Methodological Significance8

0.1.2.3　Pedagogical Significance9

0.2　Organization of the Book11

PART Ⅰ　RESEARCH BACKGROUND15

Chapter One LITERATURE REVIEW15

1.1 Introduction15

1.2　Theoretical Issues15

1.2.1　Mechanisms of L2 Self-Repair and Its Role in L2 Acquisition and Use16

1.2.1.1　Types of Self-Repairs16

1.2.1.2　Conditions for Monitoring and Self-Repair17

1.2.1.3　The Relevance of Self-Repair to L2 Acquisition and Use18

1.2.2　Relevant Theories in Accounting for the Variations in Self-Repairs20

1.2.2.1　Information Processing Theory20

1.2.2.2　Notion of Automatization21

1.2.2.3　Attention in Output Processing22

1.3 Empirical Studies25

1.3.1　Areas of Investigation26

1.3.1.1　Studies on Self-Repair Proper27

1.3.1.1.1　General Characteristics of Self-Repair27

1.3.1.1.2　The Relationship between Self-Repairs and Output Variables31

1.3.1.2　Proficiency-Related Differences in Self-Repair Behavior32

1.3.1.2.1　Differences in the Distribution of Self-Repairs32

1.3.1.2.2　Differences in the Placing of Cut-Off Points36

1.3.1.2.3　Differences in the Placing of Restarting Points39

1.3.1.2.4　Differences in the Result of Self-Repair40

1.3.2　Problems with Existing Studies:A Brief Summary43

1.3.2.1 Conflicting Findings and Unexplored Issues44

1.3.2.2　Methodological Issues44

1.4　Summary45

Chapter Two INTRODUCING THE PRESENT STUDY46

2.1 Introduction46

2.2 Self-Repair:Definition and Identification46

2.2.1 Defining Self-Repair46

2.2.2 Features for Identification48

2.2.2.1 Structure of a Self-Repair48

2.2.2.2 Speech Signals as an Aid to the Identification49

2.3 Taxonomies of Self-Repairs51

2.3.1 Existing Taxonomies:Introduction and Evaluation51

2.3.1.1 Levelt's(1983)Taxonomy52

2.3.1.2 van Hest's(1996)Taxonomy54

2.3.1.3 Kormos's(1999b,2000a)Taxonomy57

2.3.2 An Adapted Version of the Classification in the Present Study59

2.4 Toward a Framework for the Present Study61

2.4.1 Systematizing the Self-Repair Studies61

2.4.2 Making Hypotheses64

PARTⅡ METHODOLOGY71

Chapter Three RESEARCH DESIGN71

3.1 Introduction71

3.2 Research Questions71

3.3 Materials72

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

3.3.2 The SECCL Project75

3.3.3 Justifying the Use of Corpus Data76

3.4 Data Selection78

3.4.1 Whole Sample78

3.4.2 High-Score Group and Low-Score Group81

3.4.3 3 High-Scorers and 3 Low-Scorers for Close Examination81

3.5 Data Analysis83

3.5.1 Identifying Self-Repairs83

3.5.2 Classifying Self-Repairs84

3.5.2.1 Classifying Self-Repairs in Terms of Scope84

3.5.2.2 Classifying Self-Repairs in Terms of Content85

3.5.2.3 Classifying Self-Repairs in Terms of Interruption Point93

3.5.2.4 Classifying Self-Repairs in Terms of Restarting Point93

3.5.2.5 Classifying Self-Repairs in Terms of Number of Attempts95

3.5.3 Coding Procedure96

3.5.4 Measuring the Variables102

3.5.4.1 Performance-Related Variables102

3.5.4.2 Repair-Related Variables108

3.6 Summary114

PART Ⅲ RESULTS AND DISCUSSION117

Chapter Four GENERAL CHARACTERISTICS OF SELF-REPAIR117

4.1 Introduction117

4.2 Self-Repair Proper118

4.2.1 Distribution in Terms of Scope and Content118

4.2.1.1 One-Aspect Repairs119

4.2.1.2 Double-Aspect Repairs125

4.2.2 Distribution in Terms of Way of Interrupting128

4.2.3 Distribution in Terms of Way of Restarting and Number of Attempts131

4.2.3.1 Way of Restarting131

4.2.3.2 Multiple Repairs133

4.2.4 Success Rate of Form Repairs141

4.3 Relationship between Self-Repairs,Score and Output Variables143

4.4 Tentative Conclusions Drawn from Double and Multiple Repairs151

4.5 Summary152

Chapter Five DIFFERENCES BETWEEN HIGH-SCORERS AND LOW-SCORERS IN SELF-REPAIR153

5.1 Introduction153

5.2 The High-Group vs.the Low-Group:Between-Group Differences154

5.2.1 Differences in Distribution of Self-Repairs154

5.2.2 Differences in Interruption Point161

5.2.3 Differences in Retracing Span163

5.3 3 High-Scorers vs.3 Low-Scorers:Within-Group Variations165

5.3.1 3 High-Scorers166

5.3.2 3 Low-Scorers173

5.3.3 A Brief Summary178

5.4 Summary180

Chapter Six VARIATIONS IN MORPHOLOGICAL REPAIRS181

6.1 Introduction181

6.2 Variations between the 1st Half and the 2nd Half of the Utterances181

6.3 Variations in the Tense Accuracy of Subsequent Verbs189

6.3.1 Tense Accuracy of the Verbs Immediately Following Repairs190

6.3.2 Tense Accuracy of the Same Verbs within the Utterance191

6.4 Summary193

PART Ⅳ CONCLUSION197

Chapter Seven SELF-REPAIR IN L2 MONOLOGIC ORAL PRODUCTION:A CONCLUSION197

7.1 Introduction197

7.2 Major Findings197

7.2.1 Findings Concerning the General Characteristics of Self-Repair197

7.2.2 Findings Concerning the Proficiency-Related Differences in Self-Repair199

7.2.3 Findings Concerning the Possible Effects of Earlier Self-Repairs on Subsequent Performance200

7.3 Theoretical Implications202

7.3.1 Constructing a Descriptive Framework for L2 Self-Repair Studies202

7.3.2 Validating the Contribution of Performance Variability Analyses in Second Language Acquisition Theory203

7.3.3 Questioning Krashen's Monitor Hypothesis204

7.4 Pedagogical Implications204

7.5 Limitation of the Study205

7.6 Suggestions for Future Research207

7.6.1 Areas of Investigation207

7.6.2 Methods of Investigation208

7.7 Summary209

References211

Appendices224

后记251

LIST OF TABLES27

Chapter One27

Table 1.1 Distribution of self-repairs:research findings27

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

Chapter Two52

Table 2.1 Three major taxonomies of self-repairs in L1 and L2:a comparison52

Chapter Three80

Table 3.1 A description of excluded subjects80

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

Table 3.3 Correlations between score and two standardization measures110

Chapter Four119

Table 4.1 Distribution of self-repairs in terms of scope119

Table 4.2 Frequency of main categories of self-repairs119

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-repairs124

Table 4.5 Frequency of morphological and non-morphological repairs124

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

Table 4.7 Frequency of immediate and delayed repairs129

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 starts132

Table 4.10 Distribution of subjects with respect to the number of multiple repairs133

Table 4.11 Distribution of multiple repairs with respect to the type in each of the multiple attempts135

Table 4.12 Success rate of form repairs142

Table 4.13 Success rate of sub-categories of form repairs142

Table 4.14 Correlations between self-repairs，score and output variables144

Table 4.15 Correlations between measures of fluency，accuracy and form repairs146

Table 4.16 Correlations between score，fluency，accuracy and complexity149

Table 4.17 Coefficients for the predictors of repair occurrences150

Chapter Five155

Table 5.1 Descriptive statistics of self-repairs:L-group vs.H-group155

Table 5.2 A comparison of major categories of self-repairs156

Table 5.3 A comparison of information and linguistic repairs157

Table 5.4 A comparison of sub-categories of self-repairs158

Table 5.5 A comparison of morphological and non-morphological repairs159

Table 5.6 Correlations between score and sub-categories of form repairs161

Table 5.7 Differences in interruption point161

Table 5.8 Differences in retracing span163

Table 5.9 Major categories of self-repairs by 3 high-scorers and 3 low-scorers165

Table 5.10 Distribution of self-repairs by 3 high-scorers166

Table 5.11 A description of tense error rate and repair rate by 3 high-scorers171

Table 5.12 Distribution of self-repairs by 3 low-scorers174

Table 5.13 A description of tense error rate and repair rate by 3 low-scorers176

Table 5.14 A comparison in error rate，repair rate and success rate of tense179

Chapter Six182

Table 6.1 Differences in error rate and repair rate between the 1st half and the 2nd half182

Table 6.2 Distribution of subjects who made tense repairs186

Table 6.3 Change of tense repairs between the 1st half and the 2nd half186

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 rate188

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

Table 6.8 Status of verbs which were repaired and later repeated193