英语学习多元互动作用机制研究:给养感知的塑造  

An exploration into the functioning mechanism for EFL learners'multiple interaction:The shaping role of affordance perceptions

作　　者：徐锦芬[1] 杨嘉琪 邱钰景 XU Jinfen;YANG Jiaqi;QIU Yujing

机构地区：[1]华中科技大学外国语学院,湖北武汉430074

出　　处：《外语界》2025年第1期55-63,共9页Foreign Language World

基　　金：国家社科基金重点项目“教育生态视角下我国大学生英语学习多元互动研究”(编号20AYY015)的阶段性成果。

摘　　要：本研究结合问卷调查和半结构式访谈,考察776名大学英语学习者的英语学习多元互动水平,并从生态视角挖掘学习者的给养感知对多元互动作用机制的塑造。研究发现:(1)学习者的多元互动各维度水平整体中等偏上,但不同互动模式及互动阶段的表现轻微失衡;(2)学习者在多元互动环境中感知到的给养类型一致,但对给养的必要性、有用性和可及性感知存在差异,由此多元互动机制可划分为3种路径:师生互动→人机互动→生生互动(感知必要性驱动),人机互动→师生互动→生生互动(感知有用性驱动),人机互动→生生互动→师生互动(感知可及性驱动)。本研究发现能够深化对学习者多元互动行为和心理作用机制的了解,为改进外语教学策略提供参考。Through questionnaires and semi-structured interviews,this study examines multiple interaction levels of 776 university English learners.It also delves into the role of learners'affordance perceptions in shaping the functioning mechanism for multiple interaction from an ecological perspective.The findings reveal that:(1)on the whole,the learners demonstrate medium to high levels of all dimensions of multiple interaction,yet there exists a slight imbalance across different interaction modes and stages;(2)the learners'perceived affordance types during multiple interaction exhibit consistency,but their perceptions of affordances in terms of necessity,usefulness and accessibility vary,leading to categorization of the functioning mechanism for multiple interaction into three paths:"teacher-student interaction→human-computer interaction→peer-peer interaction"(driven by perceived necessity),"human-computer interaction-→teacher-student interaction→peer-peer interaction"(driven by perceived usefulness),and"human-computer interaction→peer-peer interaction→teacher-student interaction"(driven by perceived accessibility).The study contributes to deeper understanding of learners'behavioral and psychological mechanisms in multiple interaction,and offers insights for improving foreign language teaching and learning strategies.

关 键 词：多元互动 给养感知 感知必要性 感知有用性 感知可及性 

分 类 号：H319[语言文字—英语]