本文对二语/外语课堂中同伴互动的定义、作用、局限性及其对我国外语课堂教学的启示四个方面进行了较为全面的探析。总体来讲,同伴互动对二语学习的促进作用主要表现在:(1)增加了学习者尝试使用语言的机会;(2)给学习者提供了修正语言的机会;(3)促进了学习者语言产出的流利性。同伴互动也存在一定的局限性,如学习者二语能力的限制决定了学习者给同伴提供的协助是有限的。本文建议尽管教师不直接参与同伴互动,但教师的重要作用不容忽视,教师应积极寻求优化同伴互动的方法,以提高我国外语课堂同伴互动的效果。
The present paper explores four aspects related to peer interaction in second/foreign language classrooms from both theoretical and empirical perspectives: definitions, functions, limitations as well as implications for foreign language teaching. In general, the strengths of peer interaction are shown in three aspects: (1) it maximizes learners' opportunities to experiment with language; (2) it provides contexts for learners to correct language mistakes; (3) it promotes fluency in learners' production. Limitations with peer interaction are also discussed. For example, learners' current second language proficiency level allows limited assistance to peers. It is suggested that even though teachers do not get involved in peer interaction, their important roles can never be neglected. Teachers should look for ways to optimize peer interaction in order to maximize effectiveness of peer interaction in foreign language classrooms.
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