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。
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.
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