背诵输入驱动下的外语学习：问题与反思--基于背诵语篇延时回述文本的个案分析

Reflection on recitation as input-driven EFL learning strategy: A case study of delayed retrieval efficacy

为量化检验单位语篇的背诵吸收效果，本文通过对独立文本的延时回述研究，考察了背诵语篇储存的心理现实。研究发现：背诵输入注重形式上的浅层加工（短期内实施单向度强化输入与复制性输出），在语篇表征的长时记忆保持上并不能达到普遍预期的促学效果。其重构语篇中的大量语义失真现象（命题表征变异和原词表征变异）一方面揭示人脑复杂的工作机制及其在语篇处理时所具有的动态性、整合性和生成性特点；另一方面也说明了通过背诵的线性输入来修正学习者个体语感图式的艰巨性和复杂性。本个案研究的实验结果还显示，背诵输入的惯例性不良操作是制约语篇加工频度效应和深度效应发挥作用的重要原因。

As a preliminary quantitative attempt， this paper investigated the mental representation of a singlesample text learned by heart to measure the efficacy of recitation. The delayed retrieval test showed that text recitation， as a copy-featured and frequency-oriented input strategy， fell far short on goals for long-term retention， which was evidenced by semantic distortion prevailing in the text representation. This immediate observation in the present case study not only pointed out to the intelligent working system of human memory in text processing， but also throws some critical light on the linear operation of text recitation in terms of processing depth as well as frequency effect.