277 / 2018-06-17 11:25:39

Interaction intensity and L2 oral production: an alignment-based study 协同视角下的互动强度与二语口语产出

interaction intensity,,alignment,,second language oral production,

全体主题 > 中国特色二语习得研究

Abstract: By adopting a reading-speaking integrated task (i.e. an oral continuation task), this study examines the effect of interaction intensity on Chinese EFL learner's oral production (including oral alignment and performance). The following three research questions will be addressed: (1) in the reading-speaking integrated task, does alignment occur in Chinese EFL learners' oral production? (2) Does interaction intensity lead to different alignment effect in Chinese EFL learners' oral production? (3) Is there a correlation between L2 oral performance and the alignment effect? Methodologically, the current study operationalizes the notion "interaction intensity" from two lines: dimensions and directions of interaction. Specifically, the interaction intensity degrees of the three experimental groups are respectively high (bi-dimensional and two-way interaction), medium (unidimensional and two-way interaction) and low (unidimensional and one-way interaction). By comparing the alignment strength at linguistic levels (including lexical, phrasal and clausal levels) and at situational models, I attempt to explore possible relationships among interaction intensity, alignment strength and Chinese EFL learners' oral performance.

摘要：本研究依托读后续说任务，考察互动强度对中国大学生英语学习者口头产出中协同效应的影响，主要通过一项实证研究回答以下三个问题：（1）在读后续说任务中，中国英语学习者的口头产出在语言层面和情境模式层面是否存在与原文的协同？（2）不同的互动强度是否会产生不同程度的协同效应？（3）学习者的二语口语产出表现与协同效应是否存在相关性？研究从互动的维度和方向切入，划分了互动强度分别为高（二维双向互动）、中（一维双向互动）、低（一维单向互动）的三个实验组，并比较三个组在其口头产出中语言层面和情境模式层面的协同效应强度，尝试探索互动强度、协同效应以及学习者的口语产出表现三者间的关系。