中国英语学习者的口语产出过程研究
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摘要
对口语产出的过程与能力的研究一直是心理语言学、认知语言学、二语习得等学科关注的核心课题。但是,口语语料能以收集和分析,因此口语方面的研究较阅读、写作相对薄弱。鉴于这一研究不足,本文将研究中国英语学习者的口语产出过程,主要涉及四方面内容：中国英语学习者口语产出的过程描述、口语产出过程中思维语言的运用情况、交际策略的使用情况以及思维语言对口语产出的影响。
数据收集以回溯访谈为主,而开放式问卷和口语产出作为辅助的数据收集手段。受试者是来自三个不同年级的十名英语专业学生,这十名受试者按照年级被分成五个组,每个组去完成同样的一个口语辩论任务。任务完成后,研究者回放录音,就有关行为或现象让学生们做出相关解释。辩论过程和访谈过程都进行了录音便于转写和分析。
研究发现学生在口语产出过程中经历了计划、监控、纠正三个阶段。但在这三个阶段学生们表现出一些差异。一些学生会花几分钟构想大体框架而有的学生直接开始对话,没有明显的事前计划。在说的过程中,学生们会定期监控自己的产出是否正确。一旦发现错误,他们就会立刻打断自己进行自我修正。本研究发现5种错误类型：改述、替代、重复、错误启动和犹豫。
本研究还发现：在口语产出过程中,学生们常常会用汉英交替思考,在使用程度上有所区别。母语在提炼观点、检索词汇、加深理解和记忆以及保持思路方面使用较为普遍。如果学生用英文接收信息或者表达简单熟悉的意思时,会倾向使用英文思考。
当学生遇到交际困难时,会使用一系列交际策略如：重组、补白、重复、语调、逐字翻译、近似表达、话题回避、吁请帮助、语言转换、信息放弃、迂回说法。在这些策略中,重组和补白策略是最常用的两种,而逐字翻译、近似表达以及语言转换策略学生们使用的最少。
思维语言对口语产出的影响表现为两方面：抑制和促进。前者主要表现在选词错误和句法使用不当两个方面,而这些错误可以追溯到母语的消极影响。从另一角度看,母语在很大程度上可以诱导学生们顺利地进行口语产出,如组织观点、检索信息、判断文章结构等。
通过本研究,我们得知口语产出过程包括了计划、监控和修正三个阶段。在这三个阶段中,思维语言和交际策略的综合运用也得以体现出来。本研究能够使我们更清楚地了解中国英语学习者口语产出过程的特点,同时也为英语口语教学和学习带来了一些启发。老师们应该重视学生交际能力的培养而学生们也应该为自己负责抓住每个机会练习口语。
Research on the process and ability of language production has been a central topic in psycholinguistics, cognitive linguistics and second language acquisition. Considering the difficulty in collecting and analyzing oral corpus, the studies in this field are pale before that of reading and writing. Given such research gaps, this study, targeted at Chinese EFL learners, intends to explore the oral production process by focusing on the stages of oral production process, language of thought involved in the oral production process, use of strategies, and the influences of language of thought on oral production.
Retrospective interview is the main data collection method while the information elicited from open questions and oral products are treated as supplementary. The participants, ten English majors from three grades were divided into five pairs and each pair was asked to conduct the same debate task. After the debate session, each pair and the researcher then retrospectively reviewed the audiotape. The participants were invited to comment on their utterances and behaviors and answer some questions. Both the debate session and the interview session were recorded for later transcription and analysis. The study used a qualitative approach to analyze the data and presented the findings illustrated with examples.
The study found that students' oral production included three stages of planning, monitoring and repairing. Variations were found in how the students planned, monitored and corrected their products. Some students devoted several minutes to draw an outline, while others started the speaking act without overt planning. Speakers routinely monitored their outputs to ensure that they were saying what they wanted to. When errors were detected, students interrupted their speech almost immediately and began editing their output. Five types of repair have been identified in the study:reformulation, replacement, false start, repetition and hesitation.
The study also found that most of the participants thought in both Chinese and English but to different degrees. Students resorted to their mother tongue to help them generate ideas, retrieve linguistic forms, check for comprehension or keep their train of thought. When students' exposure to the information was in English, or when they wanted to produce some formulaic speeches, they would tend to think in English.
When students had problems in expressing themselves, they would use a range of communication strategies:restructuring, stalling, lexical repetition, tonicity, literal translation, approximation, topic avoidance, appealing for help, language switch, abandon message and circumlocution. Among these strategies, restructuring and stalling were the most frequently used, while literal translation, approximation and language switch were three least frequently adopted.
The influences of language of thought on the oral production are manifested in inhibitions and facilitation. The former appeared mainly in the improper use of vocabulary or some syntactical structures. These errors can be traced back to the negative transfer of mother tongue. From another perspective, mother tongue facilitated students' production to a large extent by helping them brainstorm about topics, recall past experiences, evaluate the organization of the essay, etc.
The study concludes that the oral production process is a demonstration of use of language of thought and communication strategies at different stages of planning, monitoring and repairing. It enables us to have a better understanding of the features in the oral production processes of Chinese EFL students. Therefore, it can provide some pedagogical implications for oral English teaching and learning. Teachers should highlight students' communicative competence rather than their testing scores. Students should be more actively responsible for their own learning and grasp every opportunity to practice oral English.
数据收集以回溯访谈为主,而开放式问卷和口语产出作为辅助的数据收集手段。受试者是来自三个不同年级的十名英语专业学生,这十名受试者按照年级被分成五个组,每个组去完成同样的一个口语辩论任务。任务完成后,研究者回放录音,就有关行为或现象让学生们做出相关解释。辩论过程和访谈过程都进行了录音便于转写和分析。
研究发现学生在口语产出过程中经历了计划、监控、纠正三个阶段。但在这三个阶段学生们表现出一些差异。一些学生会花几分钟构想大体框架而有的学生直接开始对话,没有明显的事前计划。在说的过程中,学生们会定期监控自己的产出是否正确。一旦发现错误,他们就会立刻打断自己进行自我修正。本研究发现5种错误类型：改述、替代、重复、错误启动和犹豫。
本研究还发现：在口语产出过程中,学生们常常会用汉英交替思考,在使用程度上有所区别。母语在提炼观点、检索词汇、加深理解和记忆以及保持思路方面使用较为普遍。如果学生用英文接收信息或者表达简单熟悉的意思时,会倾向使用英文思考。
当学生遇到交际困难时,会使用一系列交际策略如：重组、补白、重复、语调、逐字翻译、近似表达、话题回避、吁请帮助、语言转换、信息放弃、迂回说法。在这些策略中,重组和补白策略是最常用的两种,而逐字翻译、近似表达以及语言转换策略学生们使用的最少。
思维语言对口语产出的影响表现为两方面：抑制和促进。前者主要表现在选词错误和句法使用不当两个方面,而这些错误可以追溯到母语的消极影响。从另一角度看,母语在很大程度上可以诱导学生们顺利地进行口语产出,如组织观点、检索信息、判断文章结构等。
通过本研究,我们得知口语产出过程包括了计划、监控和修正三个阶段。在这三个阶段中,思维语言和交际策略的综合运用也得以体现出来。本研究能够使我们更清楚地了解中国英语学习者口语产出过程的特点,同时也为英语口语教学和学习带来了一些启发。老师们应该重视学生交际能力的培养而学生们也应该为自己负责抓住每个机会练习口语。
Research on the process and ability of language production has been a central topic in psycholinguistics, cognitive linguistics and second language acquisition. Considering the difficulty in collecting and analyzing oral corpus, the studies in this field are pale before that of reading and writing. Given such research gaps, this study, targeted at Chinese EFL learners, intends to explore the oral production process by focusing on the stages of oral production process, language of thought involved in the oral production process, use of strategies, and the influences of language of thought on oral production.
Retrospective interview is the main data collection method while the information elicited from open questions and oral products are treated as supplementary. The participants, ten English majors from three grades were divided into five pairs and each pair was asked to conduct the same debate task. After the debate session, each pair and the researcher then retrospectively reviewed the audiotape. The participants were invited to comment on their utterances and behaviors and answer some questions. Both the debate session and the interview session were recorded for later transcription and analysis. The study used a qualitative approach to analyze the data and presented the findings illustrated with examples.
The study found that students' oral production included three stages of planning, monitoring and repairing. Variations were found in how the students planned, monitored and corrected their products. Some students devoted several minutes to draw an outline, while others started the speaking act without overt planning. Speakers routinely monitored their outputs to ensure that they were saying what they wanted to. When errors were detected, students interrupted their speech almost immediately and began editing their output. Five types of repair have been identified in the study:reformulation, replacement, false start, repetition and hesitation.
The study also found that most of the participants thought in both Chinese and English but to different degrees. Students resorted to their mother tongue to help them generate ideas, retrieve linguistic forms, check for comprehension or keep their train of thought. When students' exposure to the information was in English, or when they wanted to produce some formulaic speeches, they would tend to think in English.
When students had problems in expressing themselves, they would use a range of communication strategies:restructuring, stalling, lexical repetition, tonicity, literal translation, approximation, topic avoidance, appealing for help, language switch, abandon message and circumlocution. Among these strategies, restructuring and stalling were the most frequently used, while literal translation, approximation and language switch were three least frequently adopted.
The influences of language of thought on the oral production are manifested in inhibitions and facilitation. The former appeared mainly in the improper use of vocabulary or some syntactical structures. These errors can be traced back to the negative transfer of mother tongue. From another perspective, mother tongue facilitated students' production to a large extent by helping them brainstorm about topics, recall past experiences, evaluate the organization of the essay, etc.
The study concludes that the oral production process is a demonstration of use of language of thought and communication strategies at different stages of planning, monitoring and repairing. It enables us to have a better understanding of the features in the oral production processes of Chinese EFL students. Therefore, it can provide some pedagogical implications for oral English teaching and learning. Teachers should highlight students' communicative competence rather than their testing scores. Students should be more actively responsible for their own learning and grasp every opportunity to practice oral English.
引文
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