网络实时文本交际互动中的同伴支架研究——与课堂互动相比较

Study on Peer Scaffolding in Text-Based Synchronous Computer-Mediated Communication——A Comparison with Face-to-face Classroom Communication

本研究以大学英语专业一年级学生为研究对象,进行了为期10周的网络文本互动和课堂面对面互动实验,以探讨同伴支架的作用和差异。研究发现,网络文本交际互动在提高参与度、提供情感支持和维持既定目标3个方面的支架数量远高于课堂互动;而纠正错误表达和提供词汇两种支架出现频率则远低于课堂互动。影响同伴支架的因素分别是话题的选择和小组成员的英语水平。学生对话题的熟悉程度越高,同伴支架作用越弱,不同英语水平的小组互动所提供的同伴支架数量高于同等英语水平小组的互动。网络文本互动中同伴支架能有效地推动小组讨论的顺利进行,有助于降低学生的焦虑感、提高学习自信心。

Based on the experiments of text-based computer-mediated communication( SCMC) and face-to-face communication lasting for 10 weeks,the study aims to investigate the effects and differences in peer scaffolding. The subjects of the study are 49 English major freshmen from a university in Hebei. The findings show that increasing participation,frustration control and task maintenance is more frequent in text based SCMC; while the frequency of correcting wrong usages and providing words and expressions is far lower than that in English classrooms. Topic familiarity and English proficiency of group members are major factors influencing peer scaffolding. The more familiar with the topic,the less peer scaffolding students provide to each other. The group with different English language proficiency levels provide more peer scaffolding than that of the same English proficiency. The results indicate that peer scaffolding in SCMC is able to promote the development of group interaction, reduce students' anxiety and improve self-confidence.