网络文本交流的二语促学机制研究现状及未来趋势  

Contributions of SCMC to Second Language Learning and Its Future Development: An SLA Perspective

作　　者：张宏武[1] ZHANG Hongwu(School of Foreign Languages, Jiaying University, Meizhou Guangdong 514015 , China)

机构地区：[1]嘉应学院外国语学院

出　　处：《广东外语外贸大学学报》2019年第2期55-62,共8页Journal of Guangdong University of Foreign Studies

基　　金：广东省教育厅本科高校教学改革项目“基于‘互动协同’理念的英语专业精读课教学模式的探索与实践”(粤教高函[2016]236号)

摘　　要：网络文本交流自20世纪90年代进入二语课堂教学以来,就因其独特的交互形式引起学术界高度关注。与面对面交流不同,文本交流具有“加工时间充裕”“信息的可视、永存性”“话轮间隔性”等特征。学界针对其二语促学机制进行了大量实证研究,结果表明在意义协商、负面反馈、关注形式等方面,文本交流的二语促学作用呈现出明显的多变性和复杂性。在分析文本交流二语促学不确定性的原因,指出现有研究存在的问题之后,对未来研究趋势作出了展望:今后的研究还需深化文本交流的认知心理机制研究,同时也需要拓宽研究领域,采用多学科视角探讨其二语促学机制。Since its introduction into second language teaching, text chat based on synchronous computer-mediated communication(SCMC), as a special interactional model, has attracted scholars’ attention. Different from face-to-face interaction, SCMC has its own characteristics: additional processing time, visibility and permanence of texts, disrupted turn adjacency. A large amount of research has been conducted on the relationships between SCMC and L2 learning. Results showed great complexity in its role in facilitating L2 learning in terms of negotiation of meaning, negative feedback, focus on form. In order to have a better understanding of SCMC’s facilitating role in L2 learning, future research should be strengthened in light of SCMC’s cognitive and psychological mechanism. Meanwhile, research on SCMC should also be done from multi-disciplinary perspectives to explain the complexity of SCMC in developing L2 competence, so as to have a better knowledge of how SCMC facilitates L2 learning.

关 键 词：网络文本交流 二语习得 研究现状 趋势 

分 类 号：H319[语言文字—英语]