教师书面反馈中的母语中介功能探究:社会文化活动理论视角  

Understanding the mediating role of L1 in teacher written feedback:A sociocultural activity theory perspective

作　　者：于书林[1,2] 

机构地区：[1]山东大学外国语学院,山东济南250100 [2]香港中文大学教育学院

出　　处：《外语界》2013年第2期77-86,共10页Foreign Language World

基　　金：2011年度山东省社会科学规划项目(编号11CWZJ32);2012年度山东省软科学研究计划项目(编号2012RKE27002)的资助

摘　　要：本研究以社会文化活动理论为理论框架,对22位大学英语教师的书面反馈进行了文本分析,并结合追溯式访谈数据探讨了教师书面反馈中母语的中介功能。研究发现:大部分教师在书面反馈中会使用一定量的母语;母语作为一种心理文化中介工具,可以调节教师反馈活动,影响写作反馈的形式和类型;教师的信念和语言水平、学生的语言水平、反馈工作量、反馈的目标和任务性质、教师的身份和地位等因素能够解释教师书面反馈中的母语使用。Within the sociocuhural activity theory framework, this study explores the mediating role of L1 in teacher written feedback. Twenty-two Chinese university EFL teachers participated in the study. The analysis of their written feedback on L2 writing and retrospective semi-structured interview data shows that the majority of EFL teachers tend to use a certain amount of Chinese to give written feedback. As a cultural and psychological mediating tool, L1 medi- ates teacher feedback practices and exerts influence on the forms and types of written feedback. The study also indi- cates that teachers＇ use of L1 in written feedback is attributable to factors including teacher beliefs and teachers＇ I2 proficiency, students＇ L2 proficiency, working load, the nature and goals of feedback, teacher identity and standing.

关 键 词：活动理论 书面反馈 母语 中介功能 

分 类 号：H319[语言文字—英语]