社会认知视域下的课堂会话协商特征研究

发布时间：2017-10-12 14:49

本文关键词：社会认知视域下的课堂会话协商特征研究

【摘要】：本研究在二语习得社会认知视域下,以会话分析为工具,对中国英语学习者课堂同伴会话协商特征及其本质进行了探究。研究内容主要包括：协商话步发展特征和分布特征、协商触发源特征以及协商产出特征；各协商特征的归因及各特征对语言实践的影响；同伴协商互动本质及其影响因素；同伴协商互动对语言习得的启示。本研究语料来自二十组英语专业学习者三学期内所完成的九次课堂同伴讨论任务的录音录像资料。研究焦点为九次互动任务中的3396项会话协商话步。九次会话语料的转写和编码均依据会话分析原则进行,组间系数为0.87,最大限度地保障了语料的规范性和统一性。会话语料采集完结后的一次问卷调查和八例访谈结果作为讨论部分的辅助语料。语料分析包含定量和定性分析。定量分析指对协商序列各部分分布特征的统计分析,旨在对各特征的量化分析。定性分析主要指对课堂同伴协商的详尽会话分析,意在剖析各协商特征在语言实践中的作用、协商互动本质及其影响因素。对问卷调查和个别访谈的定性分析结果主要用于对协商影响因素的剖析。本研究的主要发现涉及协商话步、协商触发源和协商产出特征、各特征形成原因、各特征在语言实践的作用、同伴协商互动本质及其影响因素。在协商话步发展及其分布特征方面,本研究发现：会话协商明显存在于九次会话任务中,且随着会话任务的多次开展其频率逐渐升高,但发展频率不等。同伴会话协商常表现为理解核查、证实核查、澄清请求以及“寻求帮助”、和“其它类协商”等五种类型。各协商启发在各次任务中的分布频率不同,证实核查频率最高,澄清请求位居第二,“寻求帮助”第三,“其它类协商”第四,而理解核查频率最低。就协商触发源而言,内容触发源总量位居第一,词汇触发源位居第二,但两者在九次任务中的分布表现不同。其中,在前五次会话任务中,词汇触发语频率均高于内容触发语,但后四次任务中的内容触发语则高于词汇触发语。排在第三位的是词法句法触发语,第五位的是语音触发语。而本研究中新归类的“其它类触发语”也明显存在于每次互动任务中,频率位于第四位,高于语音触发语。在协商产出方面,同伴会话协商常诱导修饰产出和非修饰产出两大类。修饰产出频率并非显著高于非修饰产出,但随着会话任务的逐渐展开修饰产出频率逐渐上涨。从各协商启发模式看,澄清请求和证实核查所诱导的修饰产出频率显然高出其它启发模式。另外,本研究发现,非修饰产出表现为重复触发语、重复启发、修饰失败、转移话题、表达困难等五种形式,具有不同表征。本研究发现,同伴互动轻松、自由的本质、二人一组互动形式的特质、互动会话内容的社会认知属性设计、互动会话类型的认知难易程度等是造成课堂同伴会话协商特征的主要原因。就同伴会话协商对语言实践的影响而言,本研究发现,会话协商实践可视为种复杂的社会认知源泉,能刺激学习者之间以及学习者与认知环境之间的互动。会话协商给语言学习者提供一种共同参与、相互学习的资源和环境,不仅有助会话任务的顺利完成而且通过讨论、协商、争辩有助学习者社会语言能力、社会互动能力和社会认知能力的共同提高。本研究发现,同伴会话协商不仅包含意义协商、形式协商,还蕴含对社会关系、社会价值的协商。为了成功地完成互动任务,参与协商互动,学习者最常使用语码转换、借助身体语言和利用认知工具等策略。此外,语料分析发现四种明显同伴互动形式,它们是合作模式、控制-控制模式、专家-新手模式和专家-专家模式。学习者协商互动本质可表现为共同构建身份,共同参与思维和推理活动以及共同创建互文本和社会文化联系。本研究还发现,学习者之间的社会关系、相互的信任程度、语言课堂的环境因素、以及学习者个体的社会文化背景知识等都能在一定程度上影响同伴协商互动在语言习得和认知发展过程的功效。本研究认为,对同伴互动会话协商本质的探析有助于从微观层面更好地探究语言学习过程本质,更好地理解语言学习过程中认知、社会行为、认知环境之间的辩证联系。本研究结果对教学实践和研究有如下启示：重视同伴互动课堂语言实践本质、提高学习者对同伴互动有效性认识、合理设计课堂互动任务、加强互动策略培训、建立合作性课堂环境、利用会话分析技巧进行互动探究,以及采纳社会认知视域检测互动参与。最后,论文总结了本研究的主要发现,同时指出了本研究的不足之处并对后续同伴会话协商研究提出了建议。
【关键词】：课堂同伴互动 会话协商特征 社会认知视域 会话分析
【学位授予单位】：山东大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：H319
【目录】：

Abstract11-14
摘要14-16
List of Tables16-17
List of Figures17-18
List of Pictures18-19
List of Abbreviations19-20
Chapter One Introduction20-32
1.1 Background of the Study20-23
1.2 Rationale for the Study23-25
1.3 Purpose and Method of the Study25-27
1.4 Significance of the Study27-28
1.5 Organization of the Dissertation28-32
Chapter Two Literature Review32-59
2.1 Introduction32
2.2 Studies on Language Classroom Interaction32-37
2.2.1 Understanding Language Classroom Interaction33-34
2.2.2 Perspectives of Language Classroom Interaction34-37
2.3 Studies on Language Classroom Learner-learner Interaction37-41
2.3.1 Impacts of Learner-learner Interaction on Language Practice37-39
2.3.2 Patterns of Learner-learner Interaction39-41
2.4 Studies on Language Classroom Learner-learner Negotiation41-49
2.4.1 Research Characteristics of Learner-learner Negotiation42-45
2.4.2 New Orientations of Learner-learner Negotiation45-47
2.4.3 Influences of Interactive Tasks on Learner-learner Negotiation47-49
2.5 Studies on Learner-learner Negotiated Interaction in the Chinese EFL Context49-55
2.5.1 Learner-learner Interaction in the Chinese EFL Context50-53
2.5.2 Learner-learner Negotiation in the Chinese EFL Context53-55
2.6 Research Gaps and Research Questions55-57
2.7 Chapter Summary57-59
Chapter Three Theoretical Considerations59-85
3.1 Introduction59
3.2 Adopting an Integrated Sociocognitive Theoretical Framework59-71
3.2.1 Development of Sociocognitive Perspective60-62
3.2.2 Basic Views and Principles of Sociocognitive Perspective62-66
3.2.3 Influencing Theories of Sociocognitive Perspective66-70
3.2.4 Sociocognitive Perspective:As the Theoretical Framework70-71
3.3 Redefining Negotiation from the Theoretical Framework71-76
3.3.1 Earlier Definitions of Negotiation71-73
3.3.2 Modified Definitions of Negotiation73-75
3.3.3 A Working Definition of Conversational Negotiations75-76
3.4 Constructing Conversation Analysis (CA) as the Analytical Tool76-84
3.4.1 Rationale for Adopting CA76-79
3.4.2 CA for Understanding Conversational Negotiations79-82
3.4.3 A Conversation Analytic Framework for Conversational Negotiations82-84
3.5 Chapter Summary84-85
Chapter Four Methodology85-103
4.1 Introduction85
4.2 Research Setting85-86
4.3 Participants86-87
4.4 The Pilot Study87-88
4.5 Data Sources88-91
4.5.1 Interactive Tasks88-90
4.5.2 The Questionnaire Investigation90-91
4.5.3 The Interviews91
4.6 Procedures for Data Collection91-94
4.6.1 Completing the Interactive Tasks91-93
4.6.2 Administering the Questionnaire93
4.6.3 Conducting the Interviews93-94
4.7 Modes of Data Analysis94-101
4.7.1 Treatment of the Learner Interactive Data94-101
4.7.2 Analysis of the Questionnaire Responses101
4.7.3 Analysis of the Interviews101
4.8 Chapter Summary101-103
Chapter Five Results and Discussion (Ⅰ):Developmental Features of Negotiation Moves103-145
5.1 Introduction103
5.2 Results of Developmental Features of Negotiation Moves103-113
5.2.1 Features of Negotiation Moves in Nine Interactive Tasks103-109
5.2.2 Features of Negotiation Moves in Three Terms109-113
5.3 Interpretations of Developmental Features of Negotiation Moves113-127
5.3.1 Causes of Developmental Tendency of Negotiation Moves113-117
5.3.2 Causes of Developmental Tendency of Various Negotiation Initiations117-127
5.4 Effects of Developmental Features of Negotiation on Language Practice127-143
5.4.1 Development of Participation Seen Longitudinally in Negotiation127-132
5.4.2 Development of Adaption Seen Longitudinally in Negotiation132-137
5.4.3 Development of Alignment Seen Longitudinally in Negotiation137-143
5.5 Chapter Summary143-145
Chapter Six Results and Discussion (Ⅱ):Features of Negotiation Triggers145-172
6.1 Introduction145
6.2 Results of Features of Negotiation Triggers145-151
6.2.1 Distribution of Trigger Frequency in Tasks and Negotiation Moves145-147
6.2.2 Distribution of Different Trigger Types in Tasks and Negotiation Moves147-151
6.3 Interpretations of Features of Negotiation Triggers151-157
6.3.1 Causes of Existence of High-frequency Triggers151-154
6.3.2 Causes of Emergence of "Other-kind" Triggers154-157
6.4 Effects of Trigger Features on Language Practice157-170
6.4.1 Linguistic Orientation in Negotiation Triggers158-162
6.4.2 Sociocognitive Orientation in Negotiation Triggers162-165
6.4.3 Sociointeractional Orientation in Negotiation Triggers165-170
6.5 Chapter Summary170-172
Chapter Seven Results and Discussion (Ⅲ):Features of Negotiation Output172-208
7.1 Introduction172
7.2 Results of Features of Negotiation Output172-180
7.2.1 Features of Output Frequency in Interactive Tasks172-176
7.2.2 Features of Output Frequency in Negotiation Moves176-180
7.3 Interpretations of Features of Negotiation Output180-187
7.3.1 Causes of Modified Output of Negotiation180-183
7.3.2 Causes of Non-modified Output of Negotiation183-187
7.4 Effects of Output Features on Language Practice187-206
7.4.1 Chances for Knowledge Co-construction187-194
7.4.2 Chances for Intercognition Alignment194-200
7.4.3 Chances for Sociointeraction Coordination200-206
7.5 Chapter Summary206-208
Chapter Eight Towards the Nature of Learner-learner Negotiated Interaction208-236
8.1 Introduction208
8.2 Attributes of Learner-learner Negotiated Interaction208-220
8.2.1 Connotations of Learner-learner Negotiated Interaction209-211
8.2.2 Strategies of Learner-learner Negotiated Interaction211-216
8.2.3 Patterns of Learner-learner Negotiated Interaction216-220
8.3 Entailments of Learner-learner Negotiated Interaction220-226
8.3.1 Co-construction of Identity221-222
8.3.2 Co-engagement in Thinking and Reasoning222-224
8.3.3 Co-creation of Intertextual and Sociocultural Connections224-226
8.4 Influencing Factors of Learner-learner Negotiated Interaction226-232
8.4.1 Social Relationships among Learners226-229
8.4.2 Collaborative Classroom Environment229-231
8.4.3 Social and Cultural Knowledge231-232
8.5 A Sociocognitive Model of Learner-learner Negotiated Interaction232-235
8.6 Chapter Summary235-236
Chapter Nine Conclusion236-249
9.1 Summary of the Study236-239
9.2 Implications for Instructional Practice and Research239-246
9.2.1 Highlighting the Nature of Learner Negotiated Interaction240-241
9.2.2 Raising Learners' Awareness of Peer Interactive Effectiveness241-242
9.2.3 Designing Proper Interactive Tasks242-243
9.2.4 Strengthening Interactive Strategy Training243-244
9.2.5 Using CA for Interactive Exploration244-245
9.2.6 Improving Cognition of Negotiated Interaction from the Sociocognitive Perspective245-246
9.3 Limitations of the Study246-247
9.4 Suggestions for Future Studies247-248
9.5 Concluding Remarks248-249
References249-268
Appendix Ⅰ Transcription Conventions268-269
Appendix Ⅱ Interactive Tasks269-273
Appendix Ⅲ The Questionnaire273-275
Appendix Ⅳ Questions in interviews275-276
Acknowledgements276-278
Publications278-279
学位论文评阅及答辩情况表279