交互理论指导下的组间小组活动模式研究

An Empirical Study of a Cross-group,Interactive-compensatory Classroom Activity in International Theory Context

针对目前大学英语课堂小组活动中普遍存在的一些问题,如教师无法对小组活动进行监控、活动主题与教学内容脱节等,研究并尝试了一种组间小组活动模式。该模式中,课堂讨论主要以问答形式在组与组之间轮流进行,讨论话题围绕所学教材。在探究运用交互理论研究这种教学模式下,学生用目的语进行交流的语言特点。研究结果表明,在这种组间小组讨论模式中,所有学生都能获得用目的语进行表达的机会;交际中也出现了意义协商,但意义协商的数量较少,多由句法、词汇障碍引起,学生也表现出了对自己语言进行修正的愿望。他们在交流中还运用了许多该课中出现的生词,对课文也获得了更深的了解,并能尝试提出自己的见解。这对扩大学生的知识面、提高他们的交际能力有较大的促进作用。

The purpose of this paper is to examine how students interact in the target language in a new small group teaching framework proposed by the author. In the proposed teaching frmnework, students are brought together for face-to-face discussions about their texts in group pairs in front of the whole class. Results indicate that in this teaching framework, all members of the class received some opportunities to use the target language to participate in the interactive activities, and instances of negotiation of meaning believed to be beneficial to second language acquisition also occurred. The majority of these negotiations were triggered by syntactic and lexical confusions. But students only generated 34 negotiations. Many students were reluctant to indicate non-comprehension even if they encountered communication breakdowns. However, this does not necessarily mean that students did not feel ＂pushed＂ to make their language comprehensible. This could be demonstrated by students＇ frequent self-correction of their own language and the fact that of the 34 negotiations, only 2 moves did not receive any verbal response. Another observed feature of students＇ interactions is that students used many new words of the unit to convey their messages. They also got much better understanding of the text and began to learn to advance their own ideas. This will improve their world knowledge as well as their English oral proficiency. This could help to explain students＇ positive and favorable response to this teaching framework.