参与模式对中国英语学习者在任务型互动中自发注意语言形式的影响外国语言学与应用语言学专业论文.docxVIP

MA MA Dissertation of Chongqing University ABSTRACT PAGE PAGE VI ABSTRACT Motivated by the Noticing Hypothesis and the Interaction Hypothesis, focus on form has been under heated discussion in recent years. Previous research suggests that learner’s attention to form may be affected by factors such as learner’s proficiency level (Williams, 1999; Leeser, 2004) and participation pattern (Doughty Pica, 1986; Polley, 2007; Shehadeh, 2004). Yet, almost no research has been done to investigate whether the effect of participation pattern on learners’ attention to form can be moderated by learners’ proficiency level and whether participation pattern affects learners’ correct solution to the linguistic problems attended to. This paper reports on a study which investigated the effects of participation pattern on learner-initiated attention to language form and learners’ correct solutions to the linguistic problems attended to. To be specific, four research questions were addressed: ① Does participation pattern have effect on the extent of learner-initiated attention to form? If so, ② Is the effect of participation pattern on the extent of learner-initiated attention to form moderated by learner’s proficiency level? ③ Does participation pattern have effect on learners’ correct solutions to linguistic problems attended to? If so, ④ Is the effect of participation pattern on learners’ correct solutions to linguistic problems attended to moderated by learner’s proficiency level? Together 192 English majors representing two different proficiency levels from a normal university in Sichuan, China participated in this study. Half of the learners from each level were grouped into 24 pairs and the other half were grouped into 12 small groups of four. Together 48 pairs and 24 small groups of participants were involved in this study. Data involving both pair and small group participation patterns were collected through the same procedure for both levels using a jigsaw task. T