听后续说对学习者听力理解能力的反向协同效应研究

Washback Effect of Alignment of Language Output on Listening Proficiency in Listening-Speaking Continuation Tasks

基于互动协同模型,以输出模式即互动值为自变量、听力理解能力为因变量,探讨语言输出对输入的反向协同效应。研究发现:(1)听后续说能够对学习者听力理解能力产生持续而显著的反向协同效应;(2)不同认知能力的协同敏感度不同;(3)没有互动则没有协同。由此,语言产出对语言理解具有反向协同效应,学习者-语料之间的互动值与学习者听力理解能力成正相关。听说教学实践中教师应使输出与输入之间、学习者与语料之间互动值最大化。

Based on the interactive alignment model, taking the output modes, i.e. interaction value as the independent variable and the listening proficiency as the dependant variable, the paper studies the washback effect of alignment of language output on listening proficiency in listening-speaking continuation tasks (LSCT). The findings are as follows: 1) compared with listening-retelling tasks (LRT), LSCT exerts stronger and lasting washback effect of alignment on learners’ listening proficiency;2) different cognitive abilities show different sensitivities to alignment;3) there is no interaction between learners and academic argumentative corpus and thus no washback effect of alignment. The above results show that language output has a washback effect of alignment on language comprehension, and the interaction between learners and corpus is positively correlated with learners' listening proficiency. Therefore, in listening and speaking teaching practice, teachers should reasonably design classroom output mode to maximize the interaction between output and input, and between learners and corpus.