读后续说任务中的互动强度、协同效应与二语口语产出

发布时间：2021-11-07 02:10

　　近年来,读后续写相关研究方兴未艾,在此基础上,王初明（2016）凝练出阐释语言习得机制的“续”理论。该理论认为,语言学习的效果取决于理解与产出的紧密结合所产生的协同效应:学习者在丰富的语境中通过与优质的语言输入进行互动并及时产出,在此过程中协同效应的发生增大了运用所学语言的机会,从而促进语言的习得与发展。互动与协同是“续”任务促学的核心因素,“协同构成了互动的固有特征,因此有互动便有协同,从而产生学习效应”（Wang&Wang 2015:506）,且“互动强,则协同强”（王初明2010:297）。但是,鲜有实证研究验证互动与协同的共生关系,对于互动强度这一概念也缺乏明确且实操性强的定义,而“续”论视角下读后续说任务的促学效果也尚未见诸报到。基于此,本研究依托读后续说任务,考察互动强度对中国英语学习者口头产出中协同效应的影响,具体探讨读后续说的协同效应、互动强度对协同效应强度的影响以及协同效应与学习者的二语口语产出表现的相关性。本研究采用单因素组间设计,从华南地区某重点外语院校本科二年级学生中共招募31名被试进行实验,随机分配在某一个实验组。研究采取社会认知视角（Atkinson... 

【文章来源】：广东外语外贸大学广东省

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research orientation
    1.2 Research rationale and significance
    1.3 Research questions
    1.4 Layout of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Alignment and Interaction
        2.2.1 The Interactive Alignment Model
        2.2.2 The extending scope of alignment
        2.2.3 A possible relationship between interaction and alignment
    2.3 Interaction intensity
    2.4 The Extension Hypothesis and the continuation tasks
        2.4.1 The learn-together-use-together (LTUT) principle
        2.4.2 The Extension Hypothesis and the reading-writing continuation task
        2.4.3 The reading-speaking continuation task
    2.5 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Research questions revisited
    3.3 Participants
    3.4 Research design
    3.5 Procedure
    3.6 Materials and instruments
    3.7 Data collection and analysis
        3.7.1 Measuring alignment at various levels
        3.7.2 Measuring participants’ speaking performance
        3.7.3 Statistical methods and the inter-annotator reliability
    3.8 Summary
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Overview
    4.2 Mean length of participants’ oral production
    4.3 The alignment effect in the reading-speaking continuation task
    4.4 Alignment strength under different interaction intensity
        4.4.1 Linguistic alignment under different interaction intensity
        4.4.2 Situational alignment under different interaction intensity
    4.5 Oral performance under different interaction intensity
    4.6 Correlational effects between alignment and L2 oral performance
    4.7 Summary
CHAPTER FIVE CONCLUSION
    5.1 Overview
    5.2 Recapitulation of major findings
    5.3 Implications
    5.4 Limitations and future directions
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F
    Appendix G
在校期间发表论文清单


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