协作输出任务对二语词汇习得的作用研究

Effects of collaborative output tasks on second language vocabulary acquisition

互动主义认知理论与社会文化理论均为在二语课堂开展协作输出任务提供理论支持,但此类实验研究或仅检验协作任务的作用,或用单一类型的任务调查协作相对于个人对二语习得的有效性。采用两类输出任务比较协作与个人两种任务条件对英语词汇习得的影响,研究发现:协作条件下的任务表现显著更好,但协作条件对促进词汇习得没有显著影响;任务类型与任务条件对词汇知识增长有交互作用,表现为协作条件下的短文改错任务更显著促进词汇知识增长。

Both sociocultural and interactionist-cognitive theories have encouraged the use of collaborative output tasks in L2 classrooms,yet fewstudies investigated howthe combination of task type and implementation variables affected the quality of task performance. This study,by employing two types of output tasks,examined whether doing the tasks collaboratively led to greater gains of vocabulary knowledge than doing the tasks individually. The results showed that completing the tasks collaboratively led to a significantly greater accuracy of task completion than completing them individually. However,collaborative tasks did not lead to significantly greater gains of vocabulary knowledge than individual tasks. Interestingly,a significant interaction effect was found between task type and task condition,with the collaborative editing tasks being significantly more effective in promoting the gains of vocabulary knowledge.