温植胜博士讲座：工作记忆与二语习得中的程式语块.ppt

1 TheCenterforLexicographyGuangdongUniversityofForeignStudies 20December 2011WorkingMemoryandFormulaicChunksinSLA Dr WENZhisheng Edward AssistantProfessorDepartmentofEnglishHongKongShueYanUniversity MorleyScholar2011 EnglishLanguageInstituteUniversityofMichigan AnnArbor Michiganwenzhisheng 2 AnOverview ABriefOutlineoftheHumanMemorySystemsDefining conceptualizingandmeasuringWMforSLA Anintegratedframework Wen 2012b Defining operationalizing andidentifyingformulaicsequencesinSLA Triangulatingcorpuslingusitics psycholinguisticsandTESOL NickEllis 2012 ExploringWMandFormulaicSequencesinL2NarrativeSpeech PreliminaryfindingsImplicationsforVocabularylearning dictionarycompilationandTEFLasawhole Anoutlineofmemorysystem SomesortofSensoryMemory Somesortofworkspacememory limitedincapacity Ourgeneralmemoriesabouttheworld andeverything TheGeneralMemorySystem WorkingMemory CentralExecutive Phon Loop Vis SpatSketchpad LongTermMemory ActivatingAccessingandholdingChangingLTMManipulatingmaterial Input Output AssemblybufferPlanningco ordinator RelatingWMtoLTMChangingLTM Input Output Thinking GeneralMemorySystemasinPandemoniumModel WM Threeexamples Multiple23by18Is Ratsliveonnoevilstar apalindrome Afamousriddle Awomanisononesideofariverbankwithawolf agoat andacabbage Shewantstogettotheothersideoftheriverbuttheboatshecanuseonlyallowshertotakeonethingwithher Butifleftalonetogether thewolfwilleatthegoat thegoatwilleatthecabbage Howcanshesolveherproblem WorkingMemory SomeBasics Baddeley Hitch 1974 WM Definitionandthemostinfluentialmodel Baddeleycf Baddeley 2000 Thecognitivecapacitytotemporarilystoreandprocessinformationsimultaneously cf Short termmemory CentralExecutive PhonologicalLoop Visuo spatialsketchpad 8 WorkingMemory UnifiedTheoriesinCognitivePsychology UnifiedTheoriesofWMrelevantforLanguageLearning Twocamps Adozenmodels thoughconsensusfaroutweighsdifferences MultiplestructuresWen 2007 2012b 2012c WMandL1LearninginCognitivePsychology Wen 2012b 9 10 WMinSLAStudies ASummary Wen 2012b 11 CritiquingPreviousWM SLAStudies LoomingLimitationsandCaveatsHaphazardInteractioneffects Mostunconstructiveofall MissingtheoreticallinksbetweenWMandSLAstagesandprocesses cf Kellogg s1996modelof WM L1Writing Therefore theoreticalmodelsthatintegrateWMtheoriesincognitivepsychologyandSLAresearchfindingsaredesirable theso calledWM SLAnexus Wen 2012b 2012c 12 IncorporatingWMinSLAResearch ATentativeSolution Wen 2012b Chapter5 AnIntegratedFrameworkoftheorizingandmeasuringWMinSLA Definition thosemechanismsorprocessesthatareinvolvedinthecontrol regulation andactivemaintenanceoftask relevantinformationintheserviceofcomplexL2activities tasks Characterizations Multiple components FractionatedView Domain specific Limitedcapacity cf Trade off effectsevidencedinSLA GatewaytoLTMStructure ComponentsthataremostrelevantforSLA PhonologicalWMcomponent PWM PhonologicalSTstore RehearsalMechanism ExecutiveWMcomponent EWM AttentionControl AllocationMeasurement Proceduresaswell nonwordrepetitionspantask PWM domain specificcomplexmemoryspantask EWM TowardsanIntegratedModelofWMinSLA Wen 2012b Figure5 1 13 TowardsanIntegratedModelofWMinSLA SomeKeyProposals Wen 2012b Chapter5 ConstituentWMcomponentsbetreatedseparately Separateanddistinctiverolesinvariousaspects processesofSLA Thusrefutinga compositeWMZscore whichcombinesPWMandEWM ComplexWMspantasksshouldadopta domain and task specificview ratherthanadomain generalview Comprehension based ReadingSpan ListeningSpan Production based WritingSpan SpeakingSpan Interpreting bothcomprehensionandproduction Wheneverpossible considerthreepossibleeffectsofWM Maineffects Interactioneffects ThresholdeffectsEmpiricalresearchdesignshouldintegrateinsightsfrombothWMresearch incognitivepsychology andSLAfindings developments Interdisciplinaryandsynergyeffects Juffs Dekeyser 2005 TheoreticallinksbetweenIDsandSLAcognitiveprocesses aptitude 14 WMandVocabulary Formulas Grammar WMandVocabulary morepositive YES Inparticular PWMasa languagelearningdevice Baddeleyetal 1998 Studies Service 1992 Cheung 1996WMandGrammar morecontroversial YESMartin N Ellis 2012 15 DefiningFormulaicChunks Sequences Manynames Multi wordphrases lexicalbundles chunks formulas asequence continuousordiscontinuous ofwordsorothermeaningelements whichis orappearstobe prefabricated thatis storedandretrievedwholefrommemoryatthetimeofuse ratherthanbeingsubjecttogenerationoranalysisbythelanguagegrammar Wray 2000 p 465 But howtooperationalizeandidentifythem 16 ADecisionMakingTaskinSLA Foster 2001 Youareajudge Youhaveadecisiontomake Youmustdecidehowlongtosendtheaccusedtoprisonfor Themaximumisareallifesentence Theminimumisthreemonths Youcanalsosetfree Theaccusedisadoctor Hegaveanoverdose averyhighquantityofapainkillingdrug toan85 yearoldwomanbecauseshewasdyingpainfullyofcancer Thewomanhadaskedfortheoverdose Thewoman sfamilyaccusethedoctorofmurder IdentifyingFormulaicSequences SomeExamples Foster 2001 83 5 7outof7nativeinformants itdoesn tmatter whatthecircumstances shedidn thavetherightto takehislife Ifshewasthateremotionally youknow erdistressed thensheshouldhave Idon tknow gotoutofthesituation It sdifficulttosay whenyouarenot inthesituation but attheendoftheday shedid takeanotherhumanlife Thereyougo L1Speech Rule basedorMemory Exemplar based Widdowson 1989 analysabilityvs accessibility Sinclair 1991 openchoiceprinciplevs idiomprinciple Skehan 1998 rule basedvs exemplar memory based OperationalizingEllis Simpson 2009 Frequency lexicalbundleapproach BiberFoster2001 native likeselection native likefluency Thesethreecriteriaaredivergentandcomplementary O Donnell Romer N Ellis 2012 19 ResearchingFormulaicSequencesinL1 SLA PreviousFindings Formulaicsequencesareubiquitousinnativelanguageuse 80 inLondon LundCorpus Altenberg1998 alsoFoster 2001 andL2speech 58 6 byErmanSeidlhofer2009 accommodation Adversely malformedformulaicsequencesposeanincreasedandsustainedprocessingburdenfornativespeakers Millar 2011 AnimportantindicatorofL2fluency Wray 2000 AcademicWordList Coxhead 2000 AcademicFormulaList Simpson Vlach Ellis 2010 But underlyingcognitiveandpsycholinguisticmechanisms 20 TheEmpiricalStudy ConnectingWMandFormulaicSequences NickEllis 1996 PWMasinstrumentalinthechunkingprocessoflinguisticsequences N Ellis 2002 2012 thusaffectingacquisitionofvocabulary formulasandgrammar Dual CodingSystemunderlyingLanguage Rule basedvs Memory Exemplar based Skehan 1998 Rulebasedlanguagerequirescomputation andheavierworkingmemoryprocessingwhilebeingproduced Rulebasedlanguageenablesgreatervariety precision andcomplexityinspeech butmoreWMresources Formulaic Idiomaticlanguage basedonchunks islessdemandingofworkingmemory sinceeachchunkcanberetrievedasawhole anddoesn tneedinternalcomputation Formulaic Idiomaticlanguageenablesgreaterspeedofprocessing ResearchQuestion IstherearelationshipbetweenWM PWM EWM andformulaicsequencesproducedbyL2speakers 21 22 ResearchDesign WM FormulaicSequencesinL2NarrativeTasksPerformance1 Participants ChineseELFlearners Total109 MainStudy N 40 Adults University Year2Englishmajors Intermediate advancedlevel NationalTEM4TestResults Homogeneous cf participantsinotherstudies differentL1s 2 TwonarrativetasksbasedoneditedvideoclipsofMr Bean FosterMainStudyN 40 nonwordrepetitionspantask Stimulus 42 PWM speakingspantasksinL1ChineseandL2English EWM L1speakingspantask Chinese Stimulus 42 L2speakingspantask inEnglish Stimulus 42 ResearchMethodologyIdentifyingFormulaicSequences Setupthesmallscalecorpus 40L2speechsamples TotalNo ofWords 22047 Types 1439 Identifyformulaicsequenceswith Collocate Barlow 2004 Frequency Frequencythreshold 13 N Gramlengths 3 6 MI MIthreshold 8 N Gramlengths 3 6 Run AntConc Ver 3 2 3 Anthony togettheformulaicsequencesprofileforeachindividualspeaker Multipleoccurrencescountedas1ineachspeaker 49FSenteredthestatisticalanalysis 8failedtorun CarryoutStatisticalAnalysis Correlation MultipleRegression Predictors PWM nonwordspan EWM comspsp Dependent Criterion formulaicsequences 23 ResearchMethodologyIdentifyingFormulaicSequences sortedbyFrequencyvs MI 24 ResultsandFindings DescriptiveStatistics 25 ResultsandFindings Correlations 26 ResultsandFindings RegressionAnalysis 27 ResultsandFindings RegressionAnalysis 28 SummaryofResultsandFindings Usingthe enter method asignificantmodelemerged F2 37 6 449 P 0 05 AdjustedR2 218 Amongthetwopredictors PWMvs EWM PWMwasnotsignificant EWMwassignificant Therefore aseparateroleforthetwoWMcomponentsinproductionofformulaicsequencesinL2speech CorroboratingWen 2012 29 Conclusions ImplicationsforFutureResearchintoFormulaicSequences FS inL2Speech Theoretical differentperspectivesonFS Corpuslinguistics psycholinguistic TESOL cognitivelinguistic Methodological OperationalizeandIdentifyFS Frequency Collocate AntConc Wordsmith MutualInformation Collocate NativeNorms Cf ELFresearchers criticism TheultimategoalforL2speechfluency solvingPawley Syder stwopuzzles 30 31 ExploringMoreoftheWM SLANexus Wen 2007Chan Skehan Gong 2011 WMasforeignlanguageaptitude WMascentralinSLAstagesandcognitiveprocesses Skehan WMascentralinL2sub skills speaking reading listening writing interpretingetc TheStorySoFar andTheWayAhead MaineffectsofWM PWMMackeyetal 2010 learningstrategies Winke 2005 learningconditions Robinson 2002 collaborating scaffolding Swain s languaging etc ConclusionsandImplications Implicationsforvocabularylearning WM attention andtheforgettingcurve Implicationsfordictionarycompilation AnAcademicFormulasList DictionaryforChineseEFLlearners ImplicationsforTEFL vocabulary formulasandgrammar 32 33 Q A ReferencesWen