形式协商的语言促学机制及其教学启示  

The Linguistic Promotive Mechanism of the Negotiation of Form and Its Enlightenment to Foreign Language Teaching

作　　者：张宏武[1] 

机构地区：[1]嘉应学院外国语学院,广东梅州514015

出　　处：《沈阳农业大学学报（社会科学版）》2017年第4期471-476,共6页Journal of Shenyang Agricultural University(Social Sciences Edition)

基　　金：广东省本科高等学校高等教育教学改革项目(粤教高函[2016]236号);嘉应学院人文社会科学科研项目(2016SKZ03)

摘　　要：外语学习的最终落脚点是语言形式的选择和使用。形式协商作为负面提示性反馈是课堂教学环境下的有效干预手段。形式协商通过有意义的互动把学习者的注意力吸引到话语形式上,使其进行必要的话语调整和重构。然而,形式协商并非万能,其效果可能因各种因素的干扰而大打折扣。形式协商与意义协商交融、启动中的注意机制和调整输出的重构机制等构成了形式协商的促学机制,形式协商在时间和频率、方式方法、中介语水平及个体差异等方面存在问题,因此,教师应充分考虑何时、何地、以何种方式、针对何种教育对象实施形式协商,以确保其取得最佳的反馈效果。The end result of foreign language learning is the choice and use of linguistic forms. The negotiation of form, as a means of negative suggestive feedback, is an effective intervention in language learning in classroom teaching. Through meaningful interaction the negotiation of form draws learners attention to linguistic forms, enabling them to reconstruct and reorganize their utterances. However, the negotiation of form has limitations because different factors can reduce its effects. This paper launches a probe of the mechanism with which the negotiation of form can facilitate student foreign language learning in the perspectives of the form-meaning integration, notice and modified output, points out the problems which exist in time and frequency, the means of feedback, language learners＂ level of interlanguage and the learners＂ individual difference, and puts forward that teachers should fully consider factors such as time, place, way and object before they take the strategy of the negotiation of form.

关 键 词：二语交互 形式协商 促学机制 大学英语 教学方法 

分 类 号：H319.3[语言文字—英语]