语言协同与语言发展的关系研究  

A study on the interaction of linguistic alignment and language development

作　　者：缪海燕 MIAO Haiyan(School of Foreign Languages,Jiangxi Normal University,Nanchang 330022,China)

机构地区：[1]江西师范大学瑶湖校区外国语学院,江西省南昌市330022

出　　处：《外语教学与研究》2020年第5期724-735,800,共13页Foreign Language Teaching and Research

基　　金：江西省高等学校省级教改课题“以续促写、以写促学的《英语写作》教学模式研究与实践”(JXJG-18-2-29);江西师范大学外国语学院院级课题“读后续写的语篇促学研究”的研究成果。

摘　　要：本文基于互动研究框架,采用前测、后测和延时后测的准实验设计,探讨了中国英语学习者语言协同与语言发展的关系。为了全面考察这一关系,我们区分了正、负面输入互动模式,详细分析了这两种互动过程中学习者语言协同的特征、互动后的语言发展,以及语言协同对语言发展的预测性。研究结果显示,两种互动模式均引发协同,但类型和数量不同;两种互动模式均促进语言发展,但正面输入互动效果更佳;语言协同不能有效预测语言发展;互动过程中的协同特征和语言使用主观能动性影响语言协同的预测力。Framed in interaction-based research,this paper employed a pretest-posttest-delayed posttest quasi-experimental design to examine the relationship between linguistic alignment and language development in Chinese EFL learners.To this end,the study distinguished interactional modes with positive and negative input.Interactional data were closely scrutinized in terms of alignment features,interactional gains were gauged for language development and the predictive power of linguistic alignment on language development was calculated.Results indicated that 1)both interactional modes induced alignment but with divergent patterns and numbers;2)both modes benefited language development but the mode providing positive input had an advantage;3)linguistic alignment,however,did not predict language development;4)the predictive power of linguistic alignment may be mitigated by learners’disparate alignment patterns during interaction and individual differences in agency to creatively use the language.

关 键 词：互动 语言协同 语言发展 正面输入互动 负面输入互动 

分 类 号：H319.3[语言文字—英语]