近几年,外语教学的有效性问题受到学界广泛的关注和热议。本文从外语交际策略视角,围绕学习者会话自我修补,结合“阅读与讨论”教学模式,探讨这一问题。研究基于COLSEC语料库,从会话自我修补的三个阶段展开。结果发现,学习者在修补过程中存在不少问题,如,未能监控到大量言语输出错误,填充词运用意识淡薄,过度自我重复等。研究数据反映出外语教学的有效性问题。本文认为,有效的外语教学既要保证学习者获得“高量高质”的可理解性输入,同时,又要确保在一个类似于“社会”的语境中,通过互动、意义协商,使输入被吸收和内化,实现最优的可理解性输出。学习者会话自我修补策略作为一种行之有效的交际策略和学习策略,不仅检验学习者语言输入的“量”和“质”,而且使学习者在语言使用中监控言语,验证假设,注意差距并自我进行调节以达到修正后输出。因此,在外语教学过程中,既要重视语言输入与输出,又要强化策略意识,最终提升外语水平。“阅读与讨论”教学模式为学习者会话自我修补的使用提供了有效的路径,两者相互作用助推有效教学。

In recent years, effective foreign language teaching has invited much attention from the academic world. The present paper, from the perspective of communicative strategy and anchoring on corpus data, discusses the learner's speech self-repair and effective foreign language teaching. The findings are that in the process of learner's speech self-repair, problems do exist that include quite a number of undetected speech errors, scanty use of fillers and overuse of self-repetition, etc. that much challenge the effectiveness in foreign language teaching. It holds that effective foreign language teaching shall both enable learners to attain the comprehensible input of “high quality and quantity” and through interaction as well as negotiation of meaning to achieve the optimal comprehensible output on the basis of intake and internal comprehension in the social-like setting and therefore proposes that the use of learner's speech self-repair, an effective communicative strategy and learning strategy, not only serves as the yardstick for judging the quality and quantity of the input, but also helps the learner, during the interaction, to self-monitor the speech, test the hypothesis, notice the gap and self-regulate the errors to achieve the modified output. Therefore, we shall not only emphasize the language input and output, but also stress the input of necessary strategies for language use so as to achieve the final enhancement in language know-how. “Reading for Discussion” teaching model provides a very worthwhile venue for the use of speech self-repair as well as for the effective tr the degree of positive L1 transfer, the lower the lexical and syntactic complexity. Based on the conclusions above, some suggestions are provided for the teaching and testing practice of Chinese English learners' L2 writing.