輸入式教學法與輸出式教學法對英語假設語氣習得比較效應之研究
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Date
2003
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Abstract
傳統的文法教學都是以輸出式練習為主。 最近幾年來有些學者提出一種新式的輸入式文法
教學， 這種教學法目的在藉由教導學生策略性的處理輸入來引導學習者建立一個特定句型
及其所代表的意義之關係。本論文旨在研究這兩種教學法對英語假設語氣習得的比教效應
。
受試者是兩班程度相當的高一學生，一班接受輸出式教學，一班接受輸入式教學。他們在
教學結束後立即接受第一次後測，一個月後接受第二次後測考試。兩次考試皆包含理解及
填充造句測驗來評量這兩種教學法在理解力及輸出能力上的效應。
T檢定結果顯示輸入式教學法對理解力有較好的效應，但輸出能力則是視題型的難易度而定
。
The present study aims to investigate the comparative effect of the traditional out-based instruction and the innovative input-based instruction. Processing instruction, proposed by Bill VanPatten, aims to direct learners’ processing of the input containing the target structure. Vanpatten and other proponents claim that it has better effect than traditional instruction on comprehension and almost equally good effect on production. However, some researchers argue that the effect might be affected by the complexity of the target structure and the difficulty of the tasks. The target structure of the present study was the English Subjunctive Mood, which is regarded as difficult both for comprehension and for production by most Chinese students. The subjects were two intact classes of the first graders of Yangming Senior High School. One class received tradition instruction and the other received processing instruction. An immediate posttest and a delayed posttest were used as means for assessing the effect of instruction. Both posttests consisted of two types of comprehension tasks and two types of production tasks. The results show that the processing group did do better than the traditional group in all of the comprehension tasks, suggesting better effects for processing instruction on comprehension. For the production task, the processing group did almost equally well in the blank-filling task, but their performance in the sentence-combining task was not satisfactory, suggesting that the effect really has something to do with the difficulty of the tasks. When the production task is difficult, output practice is still necessary for accurate production.
The present study aims to investigate the comparative effect of the traditional out-based instruction and the innovative input-based instruction. Processing instruction, proposed by Bill VanPatten, aims to direct learners’ processing of the input containing the target structure. Vanpatten and other proponents claim that it has better effect than traditional instruction on comprehension and almost equally good effect on production. However, some researchers argue that the effect might be affected by the complexity of the target structure and the difficulty of the tasks. The target structure of the present study was the English Subjunctive Mood, which is regarded as difficult both for comprehension and for production by most Chinese students. The subjects were two intact classes of the first graders of Yangming Senior High School. One class received tradition instruction and the other received processing instruction. An immediate posttest and a delayed posttest were used as means for assessing the effect of instruction. Both posttests consisted of two types of comprehension tasks and two types of production tasks. The results show that the processing group did do better than the traditional group in all of the comprehension tasks, suggesting better effects for processing instruction on comprehension. For the production task, the processing group did almost equally well in the blank-filling task, but their performance in the sentence-combining task was not satisfactory, suggesting that the effect really has something to do with the difficulty of the tasks. When the production task is difficult, output practice is still necessary for accurate production.
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Keywords
輸入式教學法, 輸入處理教學法, 英語假設語氣, Input-based Instruction, Processing Instruction, Grammar Instruction