合作写作对英语读后续写的影响研究  

Exploring the Impact of Collaborative Writing on Continuation Task

作　　者：张强[1,2] Zhang Qiang(Zhejiang Normal University,Jinghua Zhejiang 321004,China;Pinghu High School,Jiaxing Zhejiang 314200,China)

机构地区：[1]浙江师范大学特级教师工作流动站,浙江金华321004 [2]平湖中学,浙江嘉兴314200

出　　处：《基础教育外语教学研究》2020年第6期22-34,共13页Foreign Language Teaching & Research in Basic Education

基　　金：中国基础教育英语教学研究2016-2019年资助金项目(编号NBEB16-1901);2017年度教育部人文社会科学研究规划基金项目(编号17YJA880081)的阶段性成果。

摘　　要：本文基于合作续写的教学实践,试图探索合作写作完成的作品与独立完成的文本间的差异以及合作写作过程中同伴对话的表现特征。本研究将学生完成的写作文本与合作写作过程中的同伴对话进行整理、比较与分析。数据分析显示,合作写作对高中生英语读后续写有积极影响,读后续写中表现出来的协同效应在合作续写中尤为明显。同伴对话的分析表明,同伴合作为学生提供了分享资源与共建文本的机会,学生通过合作完成的续写文本在语法准确性与语言复杂性方面表现得更优异。Based on the application of collaborative continuation,this paper attempts to explore the differences between the texts produced by pairs and those finished by individuals as well as the characteristics of the collaborative dialogues during the co-authoring process.In addition to the completed texts,collaborative dialogues during the pair writing process were collected,recorded and analyzed.The collected data indicated that collaborative continuation had a positive impact on students’production,and that the effect of interactive alignment noticed in continuation task was dramatically highlighted in the process of collaborative continuation.The analysis of the collaborative dialogues provided the evidence that pair work offers students chances to co-construct texts,pool their language and idea resources,and thus complete more linguistically complex and grammatically accurate texts.

关 键 词：合作续写 协作对话 共写过程 互动协同 

分 类 号：G63[文化科学—教育学]