Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the ReadingSpeaking Integrated Continuation Task  

读后续说任务中互动强度对中国英语学习者口头协同及产出的影响研究

作　　者：Lin JIANG Yingxuan LUO Jianling ZHAN 姜琳;罗英璇;詹剑灵(广东外语外贸大学外国语言学及应用语言学研究中心;广东外语外贸大学国际学院;广东外语外贸大学英语语言文化学院)

机构地区：[1]Guangdong University of Foreign Studies

出　　处：《Chinese Journal of Applied Linguistics》2021年第3期314-334,430,共22页中国应用语言学（英文）

基　　金：funded by the Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies;supported by the Graduate Program of Scientific Research and Innovation at Guangdong University of Foreign Studies (20GWCXXM-06)。

摘　　要：This study aims to uncover the relationship between interaction and alignment in a readingspeaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task;2)increasing interaction intensity generated stronger alignment at both linguistic and situational levels;3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect(Wang,2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.本研究探讨了读后续说任务中互动强度与协同效应之间的关系,考察了在三种不同互动强度的实验条件下,学习者在二语口语产出中的协同效应以及表现。31位英语专业大二的学生参加了本实验并被分成了三个组:高互动强度组,中等互动强度组和低互动强度组。研究结果表明:1)读后续说任务中存在协同效应;2)互动越强,语言层面和情境模式层面的协同效应越强;3)互动越强,学习者的口语产出越连贯和准确。本研究证实了协同是连接互动与学习者二语产出表现的关键,对二语口语教学有一定的启示。

关 键 词：the continuation task ALIGNMENT interaction intensity oral production 

分 类 号：H319.3[语言文字—英语]