合作准备搭档二语水平对高中生读后续写语言表现和协同效应的影响  

Effects of partners’L2 proficiency in collaborative planning on high school students’linguistic performance and alignment in the continuation writing task

作　　者：谢元花[1] 方俊英 梁美琼 XIE Yuanhua;FANG Junying;LIANG Meiqiong

机构地区：[1]广东外语外贸大学 [2]深圳市龙岗区南湾实验小学

出　　处：《语言测试与评价》2024年第2期61-78,共18页Language Testing and Assessment

基　　金：国家社会科学基金一般项目“认知复杂度和个体差异视角下的任务设计及促学机制研究”(项目编号:23BYY157);“基于人工智能技术和语言特征分析的英文文本质量评估系统研究”(项目编号:24BYY138)的阶段性成果。

摘　　要：尽管任务前准备在二语习得领域受到广泛关注,但有关任务前合作准备的研究相对较少,其对二语学习的效果尚未形成定论,且缺少深入探讨合作准备中搭档二语水平对读后续写语言和协同影响的研究。因此,本研究比较了86名高中生高、低不同二语水平三种配对模式(高-高、高-低、低-低)的合作准备对续作语言表现和协同的影响。结果发现:1)总体而言,高、低水平学习者在与同水平伙伴配对准备时的语言表现更佳;2)无论二语水平如何,学习者与低水平伙伴配对组合(高-低或低-低)时,其语言协同略多;3)在不同二语水平配对的合作准备条件下,协同效应越强,语言表现的复杂性或准确性越高。上述发现可为教学和测试任务的设计提供启示。Although pre-task planning has received conciderable attention in the realm of second language acquisition,limited research has been conducted on the role of collaborative planning,resulting in inconclusive findings in terms of L2 learning.Moreover,there is no in-depth exploration of the impact of partners’L2 proficiency in collaborative planning on language performance and alignment in continuation writing tasks.Therefore,86 high school students were recruited and assigned into six groups(three high and three low)with three pairing types(i.e.,H1-H3,H2-L3,L1-L2)to plan collaboratively in a continuation writing task.Statistical analyses of the collected data revealed:1)both high-and low-proficiency learners achieved better language performance when paired with learners of the same language proficiency;2)regardless of L2 proficiency,learners gained stronger alignment in their writing when paired with low-proficiency learners;3)despite various pairings in collaborative planning,the greater the alignment was,the more complex or accurate their writing was.These findings shed new light on the design of tasks in language teaching and testing.

关 键 词：合作准备 搭档二语水平 续写任务 语言表现 协同效应 

分 类 号：G63[文化科学—教育学]