合作写作中水平配对对二语学习的影响研究  

Effects of Proficiency Pairing on Second Language Learning in Collaborative Writing

作　　者：岑海兵[1] 王静茹 CEN Haibing;WANG Jingru(School of Foreign Languages,Huanggang Normal University,Huanggang,Hubei 438000,China)

机构地区：[1]黄冈师范学院外国语学院,湖北省黄冈市438000

出　　处：《外语电化教学》2021年第4期93-99,14,共8页Technology Enhanced Foreign Language Education

基　　金：湖北省高等学校省级教学研究项目(项目编号:2018442);第十批“中国外语教育基金”项目(项目编号:ZGWYJYJJ10Z023)的阶段性研究成果。

摘　　要：文章通过实证研究,探讨不同水平配对模式对中国高中生合作写作中英语学习的影响。研究结果表明,合作写作提供了语言学习机会;水平配对影响语言学习效果。水平配对虽然并不一定影响语言相关片段的数量和类型,但是它对于语言问题的解决和语言知识的保留影响显著。本研究加深了我们对合作写作和水平配对的理解,并就如何在合作写作任务或其他合作任务中促进学生的语言学习提供一些教学启示。Collaborative writing involves two or more learners jointly producing a text.The use of collaborative writing tasks has been demonstrated to facilitate second language(L2)learning by pushing learners to reflect on their language use and share their individual resources to solve linguistic problems.The learners’L2 proficiency in any one class is often quite heterogeneous;therefore,there is a concern for instructors on how to pair the students.Some studies have attempted to examine the effects of proficiency pairing on language learning in collaborative tasks.However,most of the studies were carried out in L2 context,and primarily focused on adult learners.There have been few empirical investigations into the application of collaborative writing in Chinese high school EFL classrooms and how the proficiency of each dyad member affects their English language learning during collaborative writing process.The present study intended to investigate the effects of proficiency pairing on Chinese senior high school students’English language learning in collaborative writing.36 senior high school students participated in the study and they were allocated into three types of dyads(high-high,high-low and low-low)based on their relative English proficiency to complete the same collaborative writing task.There were a total of 18 dyads(6 dyads in each proficiency pairing).All dyads were required to take a tailor-made dyad-specific test one week later.The transcriptions of the recorded pair talk were analyzed in terms of language-related episodes(LREs).The study examined the number,type and outcome of LREs arising during the task as well as each student’s performance on the retention of LREs in their tests.Results indicated that collaborative writing promoted students’language learning.The students produced a great deal of LREs and retained them in tests.Furthermore,proficiency pairing greatly influenced learners’language learning.The L-L dyads produced the most LREs and the H-H dyads focused more on grammatical LREs.How

关 键 词：合作写作 水平配对 语言学习 互动 

分 类 号：H319.3[语言文字—英语]