二语学习者写作课堂多元互动中的分歧与冲突——现象学视角  

Conflicts in the Multi-Interaction in L2 Writing Classrooms:A Phenomenological Approach

作　　者：于书林[1] 郑尧 袁恺豪 YU Shulin;ZHENG Yao;YUAN Kaihao

机构地区：[1]澳门大学教育学院,中国澳门999078 [2]重庆大学外国语学院,重庆400044

出　　处：《外语与外语教学》2022年第5期32-42,145,共12页Foreign Languages and Their Teaching

摘　　要：课堂互动一直是外语教师和应用语言学者关注的热点议题,但现有研究焦点主要围绕互动中的“合作”和语言形式以及意义的“协商”展开,而对学习者在多元互动中的分歧和冲突关注不够。本研究采用质性研究取向的现象学研究方法,描述中国大学生在英语二语写作课堂互动中关于分歧和冲突的生活体验和经历,探究该经历的本质。研究对象为国内一所重点大学的15名英语专业本科生和研究生,数据包括关键事件描述日志和一对一深度半结构性访谈。研究发现了八类二语写作学习多元互动中的分歧和冲突,分别体现在认知、情感、行为和社会维度;为应对这些分歧和冲突,学生采取了加强沟通、利用资源、自我反思和调节心态四种方式。在此发现基础上,本研究提出了二语写作课堂互动冲突的多维理论框架,为教学和研究提供启示。While the topic of classroom interactions is attracting increased attention from foreign language teachers and researchers of applied linguistics,previous studies have centered around collaboration,language use,and negotiations of meaning in the interactions and have paid insufficient attention to the conflicts and disagreements that arise during interactions.The current phenomenological study investigates Chinese EFL students’ lived experiences of conflicts and disagreements in the interactions in the L2 writing classrooms and sheds light on the nature of such experiences.The participants were fifteen English-major undergraduate and postgraduate students at a key university in China.Drawing upon multiple sources of data,including critical incident forms and in-depth interviews,the study reveals eight themes of conflicts in the cognitive,affective,behavioral,and social aspects.To resolve the conflicts,the students mainly used four strategies,including communication,resource-seeking,self-reflection,and emotional regulation.Based on the findings,a multi-dimensional framework is proposed to theorize the conflicts in L2 writing interactions.Implications for research and pedagogy are also provided.

关 键 词：二语写作 课堂互动 冲突 现象学 写作课堂 

分 类 号：H319[语言文字—英语]