外语环境下任务类型、水平配对与意义协商研究

A study of task type,proficiency of pairings and negotiation for meaning in foreign language learning settings

Long(1985,1996)的互动假说指出意义协商能够促进语言习得。基于该理念,本文调查了任务类型和水平配对对意义协商的影响,并分析了上述因素对于提高口语能力所起的作用。研究结果显示,在任务类型和水平配对两个因素中,只有任务类型对意义协商产生影响:封闭式任务导致更多的协商,且协商主要由词汇障碍和内容障碍引发。此外,对访谈数据的分析结果表明,学生认为在任务类型上,信息沟任务可以导致更多的协商,但话题讨论更加有助于口语能力的提高;在水平配对上,水平差异组合形式不利于口语水平的提高。本研究结果在支持互动假说的同时,也对其部分观点提出质疑。

To verify the statement proposed in Micheal Long's Interaction Hypotheses that negotiation for meaning is conducive to language learning,this study investigates the effects of task type and proficiency pairings on the negotiation for meaning and their impact on the development of college EFL learners' oral ability.The major findings are that:(1) task type has an impact on the negotiation for meaning,and there are more negotiations in the closed task than in the open one;(2) the students believe that although the information gap task leads to more negotiations,the topic-discussion task is more conducive to the improvement of their oral ability,and the mixed-proficiency pairing is detrimental to the development of oral ability.