外语写作互动的语篇协同研究

Discourse alignment in foreign language writing interaction

本文基于互动协同模型,以读后续写任务为例,采用2′2被试间设计,以任务感知和语言输入类型为因素,构成四种不同的内、外部互动语境,考察了中国英语学习者外语写作互动中的语篇协同情况。研究结果表明,外语写作互动在语篇层面存在协同效应;内、外部互动语境不同,语篇协同强度有差异,任务感知影响情境模型和词汇复杂度的协同强度,语言输入类型影响语篇连贯性和动词短语密度的协同强度;学习者会根据不同的内、外部互动语境,自组织、自适应地使用基于协同的策略,以实现最大化协同。

This paper explores discourse alignment in Chinese EFL learners writing interaction under the Interactive Alignment Model. A 2 ′ 2 between-subject factorial design is adopted, with task perception and language input type as the factors, to examine alignment under various interaction contexts via the continuation task. Results indicate that(1) there is an alignment effect at the discourse level in foreign language writing interaction;(2) alignment strength varies with interaction contexts—task perception significantly impacts the alignment strength of the situation model and lexical complexity, while language input type affects the alignment strength of coherence and verb phrase density; and(3) as the interaction context changes, learners self-organize and self-adapt, adopting different alignment-based strategies for maximal alignment.