本研究通过考察24名被试的作文中显性和隐性借用原文的T单位比例,比较了读后续写故事和转换人物视角叙述故事这两种读写任务所引发的协同效应,并通过比较学习者课外阅读故事与经课堂教学后完成的作文情况,考察了课堂讲解和同学讨论对这两种读写任务协同效应的影响,并以有声思维的方式收集了被试在完成读写任务时的内省数据。研究结果发现,转写作文中借用原文的T单位比例显著高于续写作文,尤其是隐性借用,可见读后转写任务比续写任务更能够促进学习者与原文之间的互动和协同,包括情景模式层面和语言层面。另外,课堂人际互动未能提高这两种任务的协同效应,反而减少了转写作文中隐性借用的比例,但是,人际互动进一步促进了学习者与原文的互动,加深了对原文的理解。

The study compares the alignment effects of two reading writing integrated tasks, namely, continuing a story and rewriting the story from the perspective of a different character, by measuring the ratio of T units involving explicit use and implicit use of the source text in 24 participants’ written productions. The influence of interpersonal interaction in class is also studied through the comparison of their written productions before and after class. The thinking aloud method was used to collect introspective data about how they completed the tasks to give insight into the results from the quantitative analyses. The study found that T unit ratio of source text use was significantly higher in the rewriting productions than the continuation ones, in particular implicit use. The rewriting task is believed to encourage learners to interact more frequently with the source text and align with it at both the situational and the linguistic levels. On the other hand, interpersonal interactions were not found to enhance either task’s alignment effect. The ratio of implicit source text use was in fact lower in the rewriting group’s works after they attended class. Nevertheless, personal interactions in class proved to further promote leaners’ interaction with and deeper understanding of the source text.