二语写作教学中学习型词典的同伴反
发布时间：2018-08-07 11:58
【摘要】：学习型词典滥觞于二语教学,其教学辅助功能自不待言。然而,近一个世纪以来,学习型词典的理论研究与实践发展,虽仍围绕学习者中心,但与实际的二语教学过程却渐行渐远。在二语教学过程中,学习型词典的有效介入基本缺失。这种现状,在二语教学与词典学研究领域均未得到应有的重视。文章拟结合二语写作教学中的同伴反馈活动,探讨引入学习型词典作为"反馈支架"的合理性,为"词典介入式二语教学"模式的建构做初步探索。笔者认为,学习型词典为提升二语写作能力而推出的诸多创新设计特征,不仅能够满足学习者自主学习的需求,而且能够搭建二语写作教学过程中同伴反馈所需的三类"支架",即内容反馈"支架"、结构反馈"支架"和语言反馈"支架"。而这三类写作同伴反馈"支架"功能的有效实现则取决于教师主体对学习型词典设计特征的充分了解,以及其结合教学目标开展的有针对性的同伴反馈培训。
[Abstract]:The learning dictionary originates in second language teaching, and its teaching assistant function is unmistakable. However, in the past century, the theoretical and practical development of learning dictionaries is still centered around learners, but it is far away from the actual process of L2 teaching. In the process of second language teaching, the effective intervention of learning dictionaries is basically lacking. This situation has not received due attention in the field of second language teaching and lexicography. Combined with peer feedback activities in the teaching of second language writing, this paper discusses the rationality of introducing learning dictionaries as "feedback scaffolds" and makes a preliminary exploration for the construction of the model of "dictionary intervention in second language teaching". The author believes that many innovative design features of L2 dictionaries can not only meet the needs of learners' autonomous learning, but also improve their L2 writing ability. Moreover, it can construct three kinds of scaffolds for peer feedback in the process of L2 writing teaching, namely, content feedback scaffolds, structural feedback scaffolds and language feedback scaffolds. The effective realization of these three types of writing peer feedback "scaffolding" function depends on the teacher's full understanding of the characteristics of the learning dictionary design and the targeted peer feedback training carried out in combination with the teaching objectives.
【作者单位】： 南京大学双语词典研究中心;
【分类号】：H319
[Abstract]:The learning dictionary originates in second language teaching, and its teaching assistant function is unmistakable. However, in the past century, the theoretical and practical development of learning dictionaries is still centered around learners, but it is far away from the actual process of L2 teaching. In the process of second language teaching, the effective intervention of learning dictionaries is basically lacking. This situation has not received due attention in the field of second language teaching and lexicography. Combined with peer feedback activities in the teaching of second language writing, this paper discusses the rationality of introducing learning dictionaries as "feedback scaffolds" and makes a preliminary exploration for the construction of the model of "dictionary intervention in second language teaching". The author believes that many innovative design features of L2 dictionaries can not only meet the needs of learners' autonomous learning, but also improve their L2 writing ability. Moreover, it can construct three kinds of scaffolds for peer feedback in the process of L2 writing teaching, namely, content feedback scaffolds, structural feedback scaffolds and language feedback scaffolds. The effective realization of these three types of writing peer feedback "scaffolding" function depends on the teacher's full understanding of the characteristics of the learning dictionary design and the targeted peer feedback training carried out in combination with the teaching objectives.
【作者单位】： 南京大学双语词典研究中心;
【分类号】：H319
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