iReasearch学术科研网

摘要：在任务型语言教学中;当任务被用作大纲设计的单位时;对任务实施变量和任务特征进行研究是第二语言习得研究者首先要面对的问题。任务重复是众多任务实施变量中的一个。本文从信息处理的角度出发;探讨3个问题:(1)任务重复是否能够影响我国大学英语学习者口语产出的质量?(2)该影响是否能够迁移到新任务中?(3)同一内容任务重复和同一类型、不同内容的任务重复对学习者口语产出的影响有何不同?数据分析结果表明;任务重复对促进学习者口语流利性的效果最为显著;促进准确性的效果次之;对复杂性则没有表现出促进作用;在任务重复对学习者口语产出的影响中;只有流利性效果能够迁移到新任务中;同一内容任务重复比不同内容任务重复对学习者口语产出的流利性能够产生更显著的促进作用;但对准确性和复杂性的效果没有显著差异。

In the task-based language teaching,task variable and task feature are two issues of first priority for the researchers of second language acquisition when task is regarded as a unit of syllabus design.This paper,from the perspective of information processing,explores three questions:(1) Can task repetition exert any effect on the oral production of college English learners?(2) Can the effects of task repetition be carried over to a new task?(3) Can the same-content task repetition exert stronger effects on learners’ oral production than the different-content task repetition? The result of the data analysis indicates that task repetition exerts the most significant effects on fluency of learners’ oral production,with the effects on accuracy coming second.It exerts no significant effect on complexity of learners’ oral production.Only the effects of task repetition on learners’ oral fluency can be carried over to a new task.The same-content task repetition exerts stronger effects on learners’ oral production than the different-content task repetition,especially on their oral fluency.