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《重鑄感知與第二語言發展》是一本研究外語學習重鑄現象的專著。從事第二語言研究和教學，對重鑄不可不知。
作者張珊珊的研究發現絕非偶然，完全是建立在對重鑄研究的全面了解之上的。對重鑄若無全面深刻的理解，不可能找到有價值的研究課題，遑論尋求突破。本書反映了作者的研究思路，不僅系統介紹了她的研究歷程，而且全面簡明綜述了前人的研究成果，對有志于二語習得研究的學者和研究生一定有重要的借鑒和參考價值。
名人/編輯推薦
重鑄指教師對學生錯誤話語的糾正。作者調查重鑄感知和語言發展之間的潛在關聯，并特別關注可能影響感知的因素。結果表明學習者對于重鑄的感知可能會受到重鑄特點以及任務特征的制約，而學習者對于重鑄的感知可以影響他們之后的口語語言發展和語言修正。
目次
Chapter 1 Introduction
1.1 Background to the Study
1.2 Rationale for the Study
1.3 Significance of the Study
1.4 Outline of the Book
Chapter 2 The Interactionist Approach to Second Language Acquisition
2.1 Nature Versus Nurture
2.2 The Interaction Hypothesis
2.3 Interactions and Tasks
2.4 The Noticing Hypothesis
2.4.1 Three Models of Attention in SLA
2.4.2 Noticing and SLA
2.5 Summary
Chapter 3 Recasts and Second Language Acquisition
3.1 Recasts in L1 Development
3.2 Recasts in L2 Development
3.2.1 Evidence for the Effectiveness of Recasts
3.2.2 Lack of Evidence for the Effectiveness of Recasts
3.3.Perceptual Salience of Recasts
3.3.1 Recasts as Implicit or Explicit Negative Evidence
3.3.2 Measures of Noticing in SLA
3.3.3 Noticing of Recasts
3.3.4 Noticing of Full and Partial Recasts
3.4 Recasts and Repair
3.5 Summary
Chapter 4 The Study
4.1 Research Questions and Hypotheses
4.2 Methodology
4.2.1 Participants
4.2.2 Target Structure
4.2.3 Research Design
4.2.4 Treatment Conditions
4.2.5 Materials
4.2.5.1 Background Questionnaire
4.2.5.2 Treatment Materials
4.2.5.3 Testing Materials
4.2.5.4 Exit Questionnaire
4.2.6 Pilot Testing
4.2.7 Data Collection Procedure
4.2.8 Stimulated Recall
4.2.9 Analysis
4.2.9.1 Transcribing
4.2.9.2 Scoring
4.2.9.3 Coding
4.2.9.4 Interrater Reliability
4.2.9.5 Statistical Analyses
4.3 Summary
Chapter 5 Results
5.1 Perceptions of Recasts
5.2 Perceptions and L2 Development
5.3 Effect of Task Type and Recast Type
5.4 Perceptions and Repair
5.5 Repair and L2 Development
5.6 Summary
Chapter 6 Discussion and Conclusions
6.1 Perceptions of Recasts
6.2 Perceptions and L2 Development
6.3 Effect of Task Type and Recast Type
6.4 Perceptions and Repair
6.5 Repair and L2 Development
6.6 Theoretical Contributions of the Study
6.7 Conclusions
6.8 Implications
6.8.1 Theoretical Implications
6.8.2 Practical Implications
6.9 Limitations
6.10 Future Research
Notes
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Acknowledgements
Index
1.1 Background to the Study
1.2 Rationale for the Study
1.3 Significance of the Study
1.4 Outline of the Book
Chapter 2 The Interactionist Approach to Second Language Acquisition
2.1 Nature Versus Nurture
2.2 The Interaction Hypothesis
2.3 Interactions and Tasks
2.4 The Noticing Hypothesis
2.4.1 Three Models of Attention in SLA
2.4.2 Noticing and SLA
2.5 Summary
Chapter 3 Recasts and Second Language Acquisition
3.1 Recasts in L1 Development
3.2 Recasts in L2 Development
3.2.1 Evidence for the Effectiveness of Recasts
3.2.2 Lack of Evidence for the Effectiveness of Recasts
3.3.Perceptual Salience of Recasts
3.3.1 Recasts as Implicit or Explicit Negative Evidence
3.3.2 Measures of Noticing in SLA
3.3.3 Noticing of Recasts
3.3.4 Noticing of Full and Partial Recasts
3.4 Recasts and Repair
3.5 Summary
Chapter 4 The Study
4.1 Research Questions and Hypotheses
4.2 Methodology
4.2.1 Participants
4.2.2 Target Structure
4.2.3 Research Design
4.2.4 Treatment Conditions
4.2.5 Materials
4.2.5.1 Background Questionnaire
4.2.5.2 Treatment Materials
4.2.5.3 Testing Materials
4.2.5.4 Exit Questionnaire
4.2.6 Pilot Testing
4.2.7 Data Collection Procedure
4.2.8 Stimulated Recall
4.2.9 Analysis
4.2.9.1 Transcribing
4.2.9.2 Scoring
4.2.9.3 Coding
4.2.9.4 Interrater Reliability
4.2.9.5 Statistical Analyses
4.3 Summary
Chapter 5 Results
5.1 Perceptions of Recasts
5.2 Perceptions and L2 Development
5.3 Effect of Task Type and Recast Type
5.4 Perceptions and Repair
5.5 Repair and L2 Development
5.6 Summary
Chapter 6 Discussion and Conclusions
6.1 Perceptions of Recasts
6.2 Perceptions and L2 Development
6.3 Effect of Task Type and Recast Type
6.4 Perceptions and Repair
6.5 Repair and L2 Development
6.6 Theoretical Contributions of the Study
6.7 Conclusions
6.8 Implications
6.8.1 Theoretical Implications
6.8.2 Practical Implications
6.9 Limitations
6.10 Future Research
Notes
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Acknowledgements
Index
書摘/試閱
Rather than being automatic, noticeability of target features in the input hinges upon a collection of constraints.Schmidt (1990) summarizes five factors that can affect noticing: expectations, frequency, perceptual salience, skill level and task demands.In addition, interactional modifications and existing linguistic knowledge also affect noticing.Ellis (1994) stresses that the presence of one or more of these factors does not guarantee noticing, but their availability makes noticing more likely to occur.
Tomlin & Villa (1994) propose three components of attention (alertness, orientation and detection) and argue that detection and further processing of stimuli can be dissociated from awareness of what is attended to, and that it is detection, rather than awareness that really matters.Their view significantly differs from Schmidts noticing hypothesis in that awareness is not required in detection.In their model, detection is thepart most related to the operationalization of attention."Once a grammatical alternation is detected or, more precisely, once a token or instance of a grammatical alternation isdetected, it is then available for further processing" (p.198).They also claim that alertness is of interest to SLA to the extent that learners must be ready to process information.Orientation is of interest in that prior experience may predispose learners to attend, for example, to form or meaning in processing a stimulus.Hence orientation and the related processes of input facilitation and inhibition can help determine the extent to which information gets noticed during task performance.
Robinson (1995a) argues that the aforementioned two opposing positions can be reconciled "if the concept of noticing is defined to mean detection plus rehearsal in short-term memory, prior to encoding in long-term memory" based on theories of attentional allocation (p.296).Although some have suggested that the contents of awareness and the contents of short-term storage are identical, Robinsons (1995a)position is that activation in short-term memory must exceed a certain threshold before it becomes part of awareness.With short-term memory being the subset of long-term memory, noticing involves what is detected and what is then further activated following the allocation of attentional resources from a central executive.
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