摘要
本文基于会话修正启发利于语言习得的理念,研究了外语环境下同伴他启修正模式特征,旨在探讨他启失误源、他启频率和他启产出等方面的特征及其对语言实践的影响。研究结果显示除内容失误源和词汇失误源,"其它类失误源"也为他启的主要诱导源;他启频率随着会话任务的开展逐渐升高,为语言实践提供更多机会;六种他启策略频率和表现特征各不相同,对辅助言语修正和产出的功效也表现各异;五种他启产出频率不同,通过单次尝试或多重启发,常能获得成功修正。文章认为,同伴他启修正不仅有助语言习得,还有利认知能力和社会行为能力的提高。因此,对他启修正模式的探究有助我们更好地理解言语习得过程的本质。
This paper examines the patterns of peer-initiated repairs in foreign language environment with a focus on the features of the trouble sources of peer-initiations,the frequencies and the repaired output of peer-initiations,and their effects on language practices. The results yield four major findings:1) peer-initiations were also mainly triggered by 'other-kind trouble sources' besides the content trouble source and the vocabulary trouble source; 2) there was a steady increase in the frequency of peer-initiations as learners had more conversational tasks which afforded more opportunities for language practices; 3) peer-initiations often took place together with six types of strategies,which exhibited differences in frequency,expression and function in both language repairs and modified outputs by themselves; 4) peer-initiations oftencaused five types of repaired output,but successful repairs were often realized through simple or multiple attempts. The paper argues that peer-initiations can not only facilitate learners' language acquisition but also enhance their cognitive abilities and social action,thereby contributing to a better understanding of the nature of learners' language learning process.
出处
《现代外语》
CSSCI
北大核心
2014年第2期210-220,292-293,共11页
Modern Foreign Languages
基金
教育部人文社科规划基金项目“课堂语言学习中的社会行为特征研究(11YJA740092)”的阶段性成果
关键词
课堂同伴会话
他启修正
模式特征
策略与功效
classroom peer conversations
other-initiated repairs
pattern features
strategies and functions
