同伴反馈对英语学习者语用习得的作用研究

doi:10.3969/j.issn.1674-8921.2017.03.017

摘要/Abstract

摘要： 本文以102名非英语专业学生为研究被试,采用“前测—后测—延迟后测”的实验设计,考察两种反馈类型(同伴提示反馈、同伴重铸)对学习者语用请求习得(理解性习得、产出性习得)的影响。研究结果显示,两种同伴反馈都可以有效提高学习者的语用水平,其中二者对理解性语用习得的作用相当,对产出性语用习得,同伴提示反馈的作用效果优于同伴重铸。在反馈效应的持续性方面,两种同伴反馈对理解性语用习得的长期效果均良好,与同伴提示反馈相比,同伴重铸对产出性语用习得的长期效果没有得到保持。

关键词: 同伴提示反馈, 同伴重铸, 理解性语用习得, 产出性语用习得

Abstract: This study investigated the effects of two types of peer feedback, i.e., peer prompts and peer recasts, on the acquisition of request speech act, i.e., comprehensive and productive acquisition, by 102 non-English majors. Through the experimental design of pretest, posttest, and delayed posttest, it revealed that, peer prompts and peer recasts facilitated learners' pragmatic acquisition in which both experimental groups significantly improved pragmatic comprehensive competence, irrespective of feedback type, while peer prompts group performed significantly better than peer recasts group in pragmatic production. In terms of effect durability, both of them were durable for pragmatic comprehension, but the effect of peer recasts faded away in pragmatic production compared with that of peer prompts.

中图分类号:

H315.9

魏冉. 同伴反馈对英语学习者语用习得的作用研究[J]. 当代外语研究, 2017, 17(03): 96-102.

WEI Ran. Effects of Peer Feedback on EFL Learners' Pragmatic Acquisition[J]. Contemporary Foreign Languages Studies, 2017, 17(03): 96-102.

参考文献

Adams, R. 2007. Do second language learners benefit from interacting with each other? [A] In A. Mackey (ed.). Conversational Interaction in Second Language Acquisition: A collection of Empirical Studies [C]. Oxford: Oxford University Press, 29-51.
Adams, R., A. M. Nuevo & T. Egi. 2011. Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions? [J]. The Modern Language Journal 95: 42-63.
Ballinger, S. 2013. Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion [J]. Journal of Immersion and Content-Based Language Education 1: 131-148.
Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences (2^nd ed.) [M]. Mahwah, NJ: Lawrence Erlbaum Associates.
Dekeyser, R. 2007. Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology [M]. New York: Cambridge University Press.
Dekeyser, R. 2010. Practice for second language learning: Don't throw out the baby with the bathwater [J]. International Journal of English Studies 10: 155-165.
Ellis, R. & Y. Sheen. 2006. Reexamining the role of recasts in second language acquisition [J]. Studies in Second Language Acquisition 28(4): 575-600.
Fukuya, Y. J. & Y. Zhang. 2002. Effects of recasts on EFL learners' acquisition of pragmalinguistic conventions of request [J]. Second Language Studies 21(1): 1-47.
Kasper, G. & S. Blum-Kulka. 2003. Interlanguage Pragmatics [M]. New York: Oxford University Press.
Kasper, G. & K. R. Rose. 2002. Pragmatic Development in a Second Language [M]. Michigan: Blackwell.
Koike, D. A. & L. Pearson. 2005. The effect of instruction and feedback in the development of pragmatic competence [J]. System 33: 481-501.
Lantolf, J. P. & S. L. Thorne. 2006. Sociocultural Theory and the Genesis of Second Language Development [M]. Oxford: Oxford University Press.
Laufer, B. & J. Hulstijn. 2001. Incidental vocabulary acquisition in a second language: The construct of task-induced involvement [J]. Applied Linguistics 22 (1): 1-26.
Liu, J. 2006. Measuring Interlanguage Pragmatic Knowledge of EFL Learners [M]. Frankfurt am Main: Peter Lang.
Lyster, R., K. Saito & M. Sato. 2013. Oral corrective feedback in second language classrooms [J]. Language Teaching 46: 1-40.
Mackey, A., R. Oliver & J. Leeman. 2003. Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads [J]. Language Learning 53: 35-66.
Nguyen, T., T.H. Pham & M. H. Pham. 2012. The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence [J]. Journal of pragmatics 44: 416-434.
Rose, K. R. 2005. On the effects of instruction in second language pragmatics [J]. System 33: 385-399.
Sato, M. & R. Lyster. 2012. Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization [J]. Studies in Second Language Acquisition 34 (4): 591-626.
Schmidt, R. 1993. Consciousness, learning and interlanguage pragmatics [A]. In G. Kasper & S. Blum-Kulka (eds.), Interlanguage pragmatics [C]. New York, NY: Oxford University Press, 43-57.
Swain, M. 2005. The output Hypothesis: Theory and research [A]. In E. Hinkel (ed.). Handbook of Research in Second Language Teaching and Learning [C]. Mahwah, NJ: Lawrence Erlbaum, 471-483.
Taguchi, N. 2011. Teaching pragmatics: Trends and issues [J]. Annual Review of Applied Linguistics 31: 289-310.
Takimoto, M. 2006. The effects of explicit feedback on the development of pragmatic proficiency [J]. Language Teaching Research 10: 393-417.
VanPattern, B. 2012. Input processing [A]. In S. Gass & A. Mackey (eds.), Routledge handbook of SLA [C]. NY: Routledge, 268-281.
何自然. 1986. 语用学概论[M]. 湖南教育出版社.
季佩英、江静. 2010. 对大学英语语用能力培养的再思考——以2010年首届“外教社杯”全国大学英语教学大赛上海赛区比赛为例[J]. 外语界(6):33-41.
魏冉. 2015. 纠错反馈和明示教学对英语学习者语用习得的影响[J]. 现代外语(1):73-82.
徐锦芬. 2016. 大学英语课堂小组互动中的同伴支架研究[J]. 外语与外语教学(1):15-23.
张雪梅、戴炜栋. 2001. 反馈、二语习得、语言教学[J]. 外语界(2):2-8.

[1]	杜世洪, 王渝. 生态翻译学的还原论与整体论思考[J]. 当代外语研究, 2021, 451(1): 86-96.
[2]	湛军. 商务英语学科框架与构成要素[J]. 当代外语研究, 2020, 450(6): 7-18.
[3]	陈新仁. 外语学者科研成果国际化刍议[J]. 当代外语研究, 2020, 450(6): 5-6.
[4]	张思永. 翻译过程的跨学科研究发展与思考[J]. 当代外语研究, 2020, 449(5): 91-100.
[5]	尚文博. 基于语料库的英汉学术翻译文本逻辑关系的显化特征——以Handbook of Social Justice in Education的翻译为例[J]. 当代外语研究, 2020, 449(5): 110-120.
[6]	朱晓映. 黄源深翻译美学思想探析[J]. 当代外语研究, 2020, 449(5): 23-33.
[7]	朱波. 翻译的战略传播观——以“中国关键词”项目为例[J]. 当代外语研究, 2020, 446(2): 111-118.
[8]	李朝, 王守宏. 训诂视角下的翻译路径[J]. 当代外语研究, 2020, 446(2): 119-128.
[9]	龚刚, 赵佼. “妙合”:文学翻译的佳境[J]. 当代外语研究, 2020, 445(1): 102-110.
[10]	彭文青, 王金波. 借鉴还是抄袭？——张亦文《三国演义》英文节译本存疑[J]. 当代外语研究, 2019, 19(06): 98-110.
[11]	冯全功, 顾涛. 旅游景区的翻译景观研究——以杭州西湖风景名胜区为例[J]. 当代外语研究, 2019, 19(06): 83-97.
[12]	坂井洋史. 漫忆《九月寓言》日译本及其他[J]. 当代外语研究, 2019, 19(05): 85-95.
[13]	褚东伟. 为了艺术的艺术:张炜小说英译散论[J]. 当代外语研究, 2019, 19(05): 96-105.
[14]	周远航. 论文学翻译风格的批评路径——以《酒国》的翻译为例[J]. 当代外语研究, 2019, 19(05): 106-117.
[15]	邓凌云, 余环. 中外笔译质量要求的对比研究与启示[J]. 当代外语研究, 2019, 19(04): 115-123.