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人们通常认为，如果两个或者多个任务连续发生时，会产生练习效应，从而影响研究者对学习者语言能力的判断。为此，本研究以Levelt的言语产出模型为框架，以16名前中级(pre-intermediate)英语学习者为被试，采用整体测量指标探究任务顺序对学习者口语产出流利度、准确度和复杂度的影响。研究发现，任务顺序对学习者口语产出流利度存在较弱的练习效应，但未达到显著水平，对其语言准确度和复杂度均不存在任何练习效应。这表明，在使用连续性任务的教学和实验中，为了避免练习效应，评判者可以采用三个以上的任务综合评判，以对学习者的语言表现做出比较合理的判断。
Abstract：It is generally acknowledged that successive tasks would cause practice effects,making it difficult for researchers to evaluate learners’ language proficiency.Thus,this study,based on Levelt’s speech production model,focuses on the practice effects of task sequence on learners’ oral fluency,accuracy and complexity by examining 16 pre-intermediate EFL learners’ general performance.Findings reveal that task sequence has weak and insignificant practice effects on learners’ oral fluency,but it has no impacts on their oral accuracy or complexity.This implies that teachers or researchers can make reasonable judgements based on learners’ general performance in three more tasks to combat any practice effect in task-based language teaching and relevant research.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2022.05.007
中图分类号:H319.3
引用信息:
[1]李杰,邹为诚,彭煜雯.任务顺序对学习者口语产出的影响[J].中国外语,2022,19(05):62-68.DOI:10.13564/j.cnki.issn.1672-9382.2022.05.007.
基金信息: