情景导向对二语读后续写交际意愿和协同效应的影响  

Effects of Situation-Induced Context Recurrence on Chinese EFL Learners’ Willingness to Communicate and Alignment in the Continuation Task

作　　者：王启[1] 缪海燕[2] WANG Qi;MIAO Haiyan(Guangdong University of Foreign Studies;Jiangxi Normal University)

机构地区：[1]广东外语外贸大学 [2]江西师范大学外国语学院,江西省南昌市330022

出　　处：《现代外语》2023年第1期29-41,共13页Modern Foreign Languages

基　　金：国家社科基金项目“语篇语境中的汉、英语结构启动及其促学机制研究”(2021BYY048);广东省哲学社科规划项目“‘续论’视角下的结构启动研究”(GD20CWY14);江西师范大学校级教学改革研究课题“基于续论的英语专业教材思政元素研究—以《综合英语》课程为例”(JXSDJG2118)的研究成果;广东外语外贸大学外国语言学及应用语言学研究中心的支持。

摘　　要：本研究设计了可以再现前文语境情节的情景导向,考察其对二语读后续写交际意愿和协同效应的影响。两组英语学习者分别读后续写同一故事的不同版本。甲版本末尾植入可再现前读材料语境情节的情景导向,乙版本则无该导向。续写过程中,学习者每隔10分钟填一次交际意愿自评量表。结果发现,1)情景导向总体上增强了学习者续写时的交际意愿,但交际意愿的高低取决于续作是否再现前文语境情节,再现则高,反之则低,若续作不涉及前文语境情节,情景导向会降低学习者的交际意愿;2)情景导向可以强化二语读后续写词语和词块上的协同。研究结果表明,情景导向可以弥补读后续写的促学短板,并可应用到其它续作法中,优化以续促学设计。The present study designed a situation to induce context recurrence of the reading material in the continuation task and explored its effects on L2 learners’ willingness to communicate(WTC hereinafter) and alignment in the task. Two groups of L2 learners completed a WTC questionnaire and two versions of the same unfinished story with and without the situation respectively. Results show that(1) the situation in question did not reduce participants ’ WTC but enhanced it, the strength of participants ’ WTC hinged on whether there was context recurrence of the reading material in their writings, with context recurrence leading to higher WTC, and in the parts of writing where no context recurrence was found, the situation proper functioned to reduce participants’ WTC;and(2) the situation increased learners’ use of words and multiword chunks in the reading material. Taken together, the results indicate that the situation for context recurrence is capable of enhancing L2 learners’ WTC and alignment in the continuation task, thus providing an effective way to optimize the task and other means of L2 learning by extension.

关 键 词：情景导向 读后续写 交际意愿 协同效应 

分 类 号：H319[语言文字—英语]