任务型教学中学习者歧义容忍度和学习策略发展研究——基于学习共同体理论的视角

A Study of the Development of Chinese EFL Learners’Ambiguity Tolerance and Their Learning Strategies in TBLT Settings:a Perspective of Learning Community Theory

本研究基于学习共同体的理论实践了2个学期的任务型语言教学活动,并据此探讨了语言学习成功者与欠成功者歧义容忍度及学习策略使用的发展变化。结果显示,成功的语言学习者在解决任务的过程中,其歧义容忍度高于欠成功者,且更擅长使用管理策略、形式操练策略及功能操练策略。另一方面,经过任务型语言教学两个学期的培养,两组学习者的歧义容忍度都有明显提高,并且功能操练策略的使用能力有明显提高;不同的是,对于成功的语言学习者来讲,除歧义容忍度和功能操练策略的得分有显著提高之外,他们使用管理策略、形式操练策略及母语策略的能力也有显著提高。

This study examines the development of Chinese EFL learners’ambiguity tolerance and their learning strategies in task-based language teaching settings based on a two-semester program.Subjects are two groups of non-English majors with one group of consisting 76 expert learners and the other of 80 underachievers.The results reveal that expert learners are more ambiguity-tolerant than underachievers in face of learning tasks and are more capable of employing management strategy,form-focused strategy and meaning-focused strategy.Meanwhile,both groups improved their ambiguity tolerance and the capability of utilizing meaning-focus strategy on account of the two-semester program.Furthermore,for expert learners,their usage of the other three kinds of strategies,namely management strategy,form-focused strategy and mother-tongue avoidance strategy also gets improved significantly.