视听续说的即时协同与延时促学效应

Instant Aligning and Delayed Facilitating Effects in Audiovisual-Based Speaking Continuation Tasks

本文通过21周的实证研究,探讨了视听续说的即时协同与延时促学效应。结果显示:1)与基于"续原型"的"对话-讨论"模式相比,视听续说对学习者语速和平均语流长均有显著的即时协同和延时促学效应;对平均停顿长的即时协同与延时促学效应均略高,但不显著;2)视听续说对词汇复杂度具有显著的即时协同和延时促学效应;3)视听续说对句子准确度的即时协同效应略高,而促学长效性显著。这表明视听续说模式下不同语言层面对协同的敏感度和保持度不同。该差异受到输入模态、语体、任务聚焦度及协同意愿等因素的影响。基于此,本文改建的CIAM模型能较好地阐释视听续说的协同和促学机制。

This paper reports a 21-week empirical study investigating the instant aligning and delayed facilitating effects on students. performance in audiovisual-based speaking continuation tasks(ASCT). Results indicated that:(1) compared with"continuation protype"-based discussionspeaking tasks, ASCT yielded significantly stronger instant aligning and delayed facilitating effects on participants. speech rate and mean length of speech run;(2) ASCT sparked significantly stronger instant aligning and delayed facilitating effects on lexical complexity; and(3) ASCT produced slightly strong instant aligning effects but significantly stronger delayed facilitating effects in respect to the ratio of error-free T-units. Results also showed that learners. sensitivity to alignment could be modulated by input modes, linguistic style, task focality, willingness and so forth. A tentative conclusion is that the Continuation-Task-Based Interactive Alignment Model presented in this paper could account for the mechanism of aligning and facilitating effects initiated by ASCT.