| The pronoun resolution in listening is a complex cognitive process,which is influenced by linguistic and non-linguistic factors.At present,the current research confirms that working memory has a positive effect on pronoun resolution in listening,but there is no unified conclusion on whether the language proficiency affects the pronoun resolution in listening.Therefore,this paper takes 86 senior middle school students from Grade Two in Zhangzhou,Fujian Province as subjects,and explores the influence of language proficiency and working memory on English pronoun resolution in listening through the proficiency test and online working memory test.The above data have been analyzed using the two-factor and three-factor variance analysis of SPSS 21.0,in an attempt to answer the following questions:(1)Does English proficiency of senior high school students affect the pronoun resolution in listening?(2)Does working memory capacity of senior high school students affect the pronoun resolution in listening?(3)Does English proficiency and working memory capacity of senior high school students affect the pronoun resolution in listening?The results of statistical analysis are as follows:(1)The accuracy rate of pronoun resolution is regarded as a dependent variable,and the English proficiency and sentence pattern are regarded as independent variables.The paper uses 2×3 two-factor variance analysis to analyze data and finds that English proficiency main effect is significant with F= 59.563 and P = 0.000.The sentence pattern main effect is significant with F= 13.482 and P = 0.000.The interaction effect of levels and sentence patterns is not significant with F = 1.856 and P = 0.159.(2)The accuracy rate of pronoun resolution is regarded as a dependent variable,and the working memory capacity and sentence pattern are regarded as independent variables.The paper uses 2×3 two-factor variance analysis to analyze the data and finds that working memory capacity main effect is significant with F=243.32 and P=0.000.The sentence pattern main effect is significant with F=23.00 and P=0.000.The interaction effect of levels and sentence patterns is significant with F=3.415 and P=0.035.(3)The accuracy rate of pronoun resolution is regarded as a dependent variable,and the English proficiency,working memory capacity and sentence pattern are regarded as independent variables.The paper uses 2×2×3 three-factor variance analysis to analyze the data and finds that working memory capacity main effect with F = 129.007 and P = 0.000,English proficiency main effect with F = 4.315 and P = 0.039 and sentence pattern main effect with F = 7.039 and P = 0.001 are all significant.The interaction effect of English proficiency,working memory capacity and sentence pattern is not significant with F = 0.230 and P = 0.795.The results show that:(1)English proficiency significantly affects the performance of pronoun resolution.With the improvement of English level,the accuracy of pronoun resolution is also significantly improved.Sentence pattern significantly affects the performance of pronoun resolution.There is a significant difference in the performance of mono-clausal sentence,bi-clausal nonfinite sentence and bi-clausal finite sentence.The above results are consistent with their research conclusion of both Pan & Wu in 2018 and Zhang in 2019.English proficiency and sentence pattern at different levels do not jointly affect the pronoun resolution in listening.(2)Working memory capacity significantly affects the performance of pronoun resolution.With the improvement of English proficiency,the accuracy of pronoun resolution is also significantly improved,which is consistent with their research conclusion of both Joseph et al in 2015 and Wang in 2015.Sentence pattern significantly affects the performance of pronoun resolution.There is a significant difference in the performance of mono-clausal sentence,bi-clausal nonfinite sentence and bi-clausal finite sentence.Working memory capacity and sentence pattern at different levels jointly affect the pronoun resolution in listening.(3)English proficiency significantly affects the performance of pronoun resolution.With the improvement of English level,the accuracy of pronoun resolution is also significantly improved.Working memory capacity significantly affects the performance of pronoun resolution.With the improvement of English proficiency,the accuracy of pronoun resolution is also significantly improved.Sentence pattern significantly affects the performance of pronoun resolution.There is a significant difference in the performance of mono-clausal sentence,bi-clausal nonfinite sentence and bi-clausal finite sentence.English proficiency,working memory capacity and sentence pattern at different levels don't jointly affect the pronoun resolution in listening.(4)The above findings can be explained by Universal Grammar and Accessibility,Capacity Limitation Theory,Multi-component Working Memory Theory,Three-stage Listening Comprehension Model,Binding Theory and Phase Theory.Therefore,we believe that high school teaching should strive to achieve the following things:(1)Students should be trained to increase working memory capacity based on the chunks and master the binding principle based on the phase in order to reduce the burden of working memory.(2)Teachers should carry on the direct teaching to lengthen the long-term memory of knowledge in the student's mind.(3)On the basis of students' current proficiency,teachers should pay attention to the differences of binding condition between Chinese and English.(4)Teachers can combine intensive listening with extensive listening and guide students to sum up binding properties. |
PDF Full Text Request