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有声思维和刺激性回忆作为数据采集方式和数据分析对象已被融入应用语言学混合研究当中,其在混合设计中作为质化分析对象的情况仍然占有较大的比重。虽然我们可以像分析语篇那样对口头报告的内容进行质化分析,但其可被量化的特征也尤为突出。在混合设计中,同步报告与量化分析、追溯报告与质化分析之间具有较强的关联性,而其在实验方法中,作为质化分析数据的情况更多。在口头报告仅用于质化分析的文献中,口头报告体现出了更强的传统内省数据的特征,并多被设计为混合研究中唯一或核心的质化分析对象。在口头报告仅用于量化分析的文献中,口头报告是两种或多种量化数据采集方式之中的一种。在口头报告用于混合设计时,质化分析往往只起到了解释或补充的作用,而口头报告构成的是核心或重要的量化数据来源,更多地体现出其在量化数据采集和分析中的作用。
Abstract：Think-aloud protocols and stimulated recall methodology, as a method of data collection and the object of data analysis, have been applied into the mixed methods research in applied linguistics. In many cases, oral reports still act as data for qualitative analysis. Although we can qualitatively analyze oral report data as we do to discourses, its quantifiable features are particularly prominent. In mixed methods research, there is a strong correlation between synchronous report and quantitative analysis and between retrospective report and qualitative analysis. In experimental studies, in more cases, oral reports are designed to be data for qualitative analysis. When oral report is used only for qualitative analysis, it is strongly characterized with traditional introspective data, and is mostly designed as the only or core data for qualitative analysis. When oral report is used only for quantitative analysis, it is often designed to be among several approaches to collect quantitative data. When oral report is used in mixed design, qualitative analysis based on it often serves as explanation or supplement, while oral report constitutes the core or important quantitative data source, which reflects its role in quantitative data collection and analysis.
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(7)这些因素包括:口头报告的类型(非元认知、元认知)、口头报告所使用的语言、任务语言、任务类型(阅读、写作、语法)和二语水平(初级、中级、高级)等。
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(9)这里不包含针对有声思维反应性所进行的实证研究,例如Sanz et al.(2009)和Godfroid,A.& Spino,L.A.(2015)。
(10)Paribakht (2005)明确提出使用了内省方法,Sasaki (2004)、Kahng (2014)和Ga′nem-Gutie′rrez & Gilmore (2018)的研究不具有传统内省方法的典型特征,但却采集了内省数据,并在数据分析阶段采用了混合设计,作者将其作为一种研究策略归入“混合方法”当中。其中,Ga′nem-Gutie′rrez &Gilmore (2018)明确提出自己使用了混合方法研究设计。
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(22)本文所分析的数据均为研究者采集的、用于分析的核心数据,对于研究初期采集的例如用于给参与者分组的数据或没有直接用于分析的问卷调查数据不在本文的分析范围内。
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(24)Metacognitive Awareness Listening Questionnaire用来测评听力中元认知知识的变化。问卷包含21个与二语听力理解相关的随机问题,在1-6六个程度中选择。详见Vandergrift & Tafaghodtari (2010),P477,P496。
(25)语际语用学中使用口头报告的历史并不长,且这类报告通常用于补充角色扮演任务的数据结果。
(26)本文对口头报告数据用于质化分析的界定基于文献中是否系统呈现了对口头报告的归纳性分析、对口头报告原文的举例分析,以及文献作者对口头报告数据使用的描述。这部分中,我们没有具体分析Peters et al.(2009),其收集的量化数据包括:电脑点击率、词汇量测试和3个词汇测试;质化数据包括有声思维报告和含追溯问题的调查问卷。但文献并没有呈现出对有声思维报告的整理和分析结果,对追溯调查问卷的质化分析也仅在讨论部分中简单提及。
(27)即“对语法的关注”、“对实义词的关注”、“对不熟悉的词汇和表达的关注”,以及“对参与者自己的观点与原文观点的比较”。
(28)Kahng (2014)对刺激性回忆报告中提出的问题总数和报告时间也做了简单的平均值和标准差统计。因为并不是系统量化研究,所以没有将其界定为量化分析。
(29)这三个层级包括:a.仅标出目标词汇;b.对目标词汇有简单关注(简单的发音、语调的提高和偶尔的点评);c.对目标词汇的解释或翻译。近年来,考察专注力(attention)的研究设计中大多包含有声思维报告。
基本信息:
DOI：10.16366/j.cnki.1000-2359.2019.03.017
中图分类号:H08
引用信息:
[1]刘婷婷.混合方法中的有声思维与刺激性回忆——基于Language Learning外刊文献中的口头报告数据[J].河南师范大学学报(哲学社会科学版),2019,46(03):121-126.DOI:10.16366/j.cnki.1000-2359.2019.03.017.
基金信息:
国家社科基金项目(13BYY084)
2019-05-10
2019-05-10