动态系统理论范式下二语课堂学习者语言发展中会话互动机制研究  

Spoken Interaction Mechanism of Language Development of the Learners in Second Language Class from the Perspective of Dynamic Systems Theory

作　　者：孙洁[1] SUN Jie(Fundamental Teaching Department, Anhui Vocational College of Police Officers, Hefei 230061, China)

机构地区：[1]安徽警官职业学院基础部,安徽合肥230061

出　　处：《安徽农业大学学报（社会科学版）》2017年第1期123-129,共7页Journal of Anhui Agricultural University:SOC.SCI.

基　　金：安徽省教育厅人文社会科学研究项目"动态系统理论范式下二语课堂学习者语言发展研究"(12219rwsk2015B07)

摘　　要：会话互动是二语课堂互动系统中的一种主要形式。基于动态系统理论,二语课堂学习者在语言发展中的"会话互动"机制运作可以被视为是一个复杂动态系统。借助会话分析的基本框架,会话互动的运作呈现出复杂自适应系统的典型特征,即自相似性、自组性与自适应性、非线性变化、反馈敏感性与适应性等。我国二语学习者的语言发展以课堂互动为主,因此,该动态系统观可以有效优化学习者的互动机制。一方面,教师应该合理保持课堂开放性,发挥学习者语言发展自主性;另一方面,教师要注重复杂系统的群体效能,促进课堂学习群体的语言发展。Spoken interaction is a major form of interaction system in second language class. According to dynamic systems theory, the operation of spoken interaction mechanism of language development of learners in second language class can be regarded as a complex dynamic system, and it displays typical characteristics of a complex self-adaptive system if analyzed by means of the basic framework of conversational analysis, such as self-similarity, self-organization and self-adaptation, non-linear variation, sensitivity to feedback, adaptivity and so on. Language development of Chinese second language learners mainly relies on classroom interaction, so this view of dynamic systems can effectively optimize the interaction mechanism among learners. On the one hand, teachers should maintain the openness of the class in a proper way to give play to the autonomy of language development of learners. On the other hand, teachers should also pay attention to the collective efficacy of complex system to promote language development of learners of the whole class.

关 键 词：动态系统理论 二语语言发展 会话互动机制 

分 类 号：H3[语言文字]