复杂动态系统理论视域下的外语数字叙事研究  

Examining Digital Storytelling in Foreign Language from a Complex Dynamic Systems Theory Perspective

作　　者：彭红英 Wander Lowie PENG Hongying;Wander Lowie(Center for Linguistics and Applied Linguistics,Guangdong University of Foreign Studies,Guangzhou 510420,P.R.China;Groningen University)

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心,广东省广州市510420 [2]格罗宁根大学

出　　处：《现代外语》2025年第2期235-246,共12页Modern Foreign Languages

基　　金：广东省社科基金青年项目“外语学习中的预测促学功效研究”(GD24YWY02);广东省教育厅项目“二语读写互动的协同机制研究”(2022WQNCX021)的阶段性成果。

摘　　要：本研究从复杂动态系统理论角度出发,基于非正式学习环境对9名学习者的数字叙事实践进行为期10个月的历时追踪,考察该语境下学习者的外语发展情况。结果显示:1)在非正式学习环境中,学习者的语言复杂度呈现微增长和增长两种发展模式,表现为词汇、短语和句子等构式不同程度的复杂化;2)不同的语言发展模式与叙事过程中学习者的认知策略、情感反应和行为表现间的互动程度有关;3)个体中心研究路径有助于揭示数字叙事中的多因素交互性,厘清学习者之间差异化的叙事体验和语言发展。本研究深化了对数字化时代非正式语言学习的理解与认识,为实施相应的教学干预提供启示。Guided by the Complex Dynamic Systems Theory,this study tracked nine college-level students'second language development over 10 months through participating in digital storytelling in an informal learning context.Results showed that(1)there were two patterns(one increasing and one slightly increasing)of complexity development,characterized by students'distinct use of increasingly complex constructions at the lexical,phrasal,and sentential levels;(2)the different developmental patterns were associated with distinct combinations of students'cognitive,affective,and behavioral attributes;(3)the person-centered approach used in this study helped unlock the interconnectedness of multifarious factors and understand students'individually-owned storytelling experiences and language development.The study deepens our understanding of informal language learning in a digital era and provides implications for pedagogical interventions.

关 键 词：复杂动态系统理论 时间序列聚类分析 非正式语言学习 数字叙事 

分 类 号：H319[语言文字—英语]