视听续说的即时协同与延时促学效应  

Instant Aligning and Delayed Facilitating Effects in Audiovisual-Based Speaking Continuation Tasks

作　　者：刘艳[1] 倪传斌[1] LIU Yan;NI Chuanbin(Nanjing Normal University)

机构地区：[1]南京师范大学外国语学院,210097

出　　处：《现代外语》2018年第6期793-804,共12页Modern Foreign Languages

基　　金：国家哲学社科基金项目“二语对一语的跨语言影响研究”(16BYY069);江苏省社会科学基金项目“江苏省大学生英语书面语水平磨蚀调研及后续配套慕课建设”(16YYD005);江苏省高等教育教改研究重中之重课题“基于国际人才培养目标的高校英语口语教学改革”(2017106515);南京师范大学人文社科青年科研人才培育基金(16QNPY15)的部分研究成果;江苏高校“青蓝工程”资助.

摘　　要：本文通过21周的实证研究,探讨了视听续说的即时协同与延时促学效应。结果显示:1)与基于"续原型"的"对话-讨论"模式相比,视听续说对学习者语速和平均语流长均有显著的即时协同和延时促学效应;对平均停顿长的即时协同与延时促学效应均略高,但不显著;2)视听续说对词汇复杂度具有显著的即时协同和延时促学效应;3)视听续说对句子准确度的即时协同效应略高,而促学长效性显著。这表明视听续说模式下不同语言层面对协同的敏感度和保持度不同。该差异受到输入模态、语体、任务聚焦度及协同意愿等因素的影响。基于此,本文改建的CIAM模型能较好地阐释视听续说的协同和促学机制。This paper reports a 21-week empirical study investigating the instant aligning and delayed facilitating effects on students. performance in audiovisual-based speaking continuation tasks(ASCT). Results indicated that:(1) compared with"continuation protype"-based discussionspeaking tasks, ASCT yielded significantly stronger instant aligning and delayed facilitating effects on participants. speech rate and mean length of speech run;(2) ASCT sparked significantly stronger instant aligning and delayed facilitating effects on lexical complexity; and(3) ASCT produced slightly strong instant aligning effects but significantly stronger delayed facilitating effects in respect to the ratio of error-free T-units. Results also showed that learners. sensitivity to alignment could be modulated by input modes, linguistic style, task focality, willingness and so forth. A tentative conclusion is that the Continuation-Task-Based Interactive Alignment Model presented in this paper could account for the mechanism of aligning and facilitating effects initiated by ASCT.

关 键 词：视听续说 协同 促学 机制 

分 类 号：H319[语言文字—英语]