跨洋互动在线写作教学对中国学生英语书面语的影响  

Effects of Telecollaborative English Writing Courses on Chinese Students Written Production

作　　者：许春燕[1] 张军[1,2] 

机构地区：[1]吉林大学 [2]新西兰奥克兰大学

出　　处：《现代外语》2018年第2期246-256,共11页Modern Foreign Languages

基　　金：本研究为国家丰十会科学基金项目“中美二语写作的差异与共性化问题探析”(14BYY080)和吉林省社会科学基金项目“基于交际意图的英语写作研究”(2017JD66)的阶段性成果.

摘　　要：本研究通过跨洋互动写作教学项目探索二语学习者与本族语者互动合作的学习方式对中国某大学英语学习者书面语的影响。考察该项目中5名中国学生英语书面语的特征,我们发现学生语言的词汇复杂度变化显著,句法复杂度和语言准确度变化具有动态复杂特征,意义协商(Long 1996)没有全面提高学生书面语的各项指标。同伴反馈分类结果显示词汇反馈的直接效果最为显著,句法和语法反馈应结合相关教学活动,更好地发挥其作用。This study reports on the impact of a ＇ Cross-Pacific Exchange＇ English writing program in a Chinese university involving Chinese and American students on EFL learners＇ written language. After examining the changes in lexical complexity, syntactic complexity, and accuracy of 5 Chinese students＇ writings, we found that lexical complexity significantly increased in their writings, while syntactic complexity and accuracy manifested a complicated picture. Negotiation of meaning （Long 1996） did not result in an improvement in the students＇ written English across all three aspects. The American students＇ feedback on vocabulary was more effective than that on syntax and grammar, which could be more effective if more form-focused activities had been implemented.

关 键 词：跨洋互动 词汇复杂度 句法复杂度 语言准确度 

分 类 号：G434[文化科学—教育学] H319.3[文化科学—教育技术学]