二语写作教学中学习型词典的同伴反馈“支架”功能初探  

On the Use of Learner's Dictionary as the Scaffolding of Peer Feedback in L2 Writing Pedagogy

作　　者：魏向清[1] 

机构地区：[1]南京大学双语词典研究中心,江苏210023

出　　处：《辞书研究》2016年第3期1-10,93,共10页Lexicographical Studies

摘　　要：学习型词典滥觞于二语教学,其教学辅助功能自不待言。然而,近一个世纪以来,学习型词典的理论研究与实践发展,虽仍围绕学习者中心,但与实际的二语教学过程却渐行渐远。在二语教学过程中,学习型词典的有效介入基本缺失。这种现状,在二语教学与词典学研究领域均未得到应有的重视。文章拟结合二语写作教学中的同伴反馈活动,探讨引入学习型词典作为"反馈支架"的合理性,为"词典介入式二语教学"模式的建构做初步探索。笔者认为,学习型词典为提升二语写作能力而推出的诸多创新设计特征,不仅能够满足学习者自主学习的需求,而且能够搭建二语写作教学过程中同伴反馈所需的三类"支架",即内容反馈"支架"、结构反馈"支架"和语言反馈"支架"。而这三类写作同伴反馈"支架"功能的有效实现则取决于教师主体对学习型词典设计特征的充分了解,以及其结合教学目标开展的有针对性的同伴反馈培训。The de facto position of dictionary use in L2 pedagogy has long been marginal though L2 learners have always been accurately targeted in the actual lexicographical practice. This issue has not been well addressed in either L2 teaching or learner lexicography. The author of this paper attempts to justify the role of learner's dictionary use in facilitating peer feedback during the process of teaching L2 writing. Three major types of scaffolding are considered necessary and significant in giving quality peer feedback in L2 writing. They are scaffoldings erected from the aspects of content,structure and language in L2 writing. Teachers of L2 writing are encouraged to instruct their students to use learner's dictionaries appropriately to achieve better effects of peer feedback.

关 键 词：二语写作教学 同伴反馈 学习型词典 支架 

分 类 号：H319[语言文字—英语]