调节互动对汉语二语学习者学习潜能发展的作用

Effects of Mediated Interaction on the Development of Learning Potential among L2 Learners of Chinese

在第二语言口语教学中,教师常常只关注学习者独立完成任务时的口语表达水平,忽略学习者在他人帮助下完成任务时的学习潜能。本研究以Vygotsky社会文化理论的核心概念“调节”和“最近发展区”以及Feuerstein的“调节互动”理念为理论基础,通过调节分数和学习潜能分数对学习者位于最近发展区内的学习潜能进行量化,采用“前测—互动环节—后测”的实验范式考察调节互动对汉语第二语言学习者学习潜能发展的作用,以及学习潜能对学习者口语表达水平的影响。研究结果表明:调节互动能够有效促进学习者学习潜能的发展,具体表现为学习者的调节分数总体呈现上升趋势;学习者的学习潜能能够在一定程度上预测其口语表达水平,高学习潜能组学习者的后测口语表达成绩显著高于低学习潜能组,调节分数发展轨迹分析显示,比起低学习潜能组,高学习潜能组学习者的进步速度更快、幅度更大。

During the second language teaching,teachers often pay attention to the learners’oral expression when the latter have completed the task independently,and ignore the learners’learning potential when they have completed the task with the help of other people.Based on Vygotsky's articulation of mediation and the zone of proximal development,as well as Feuerstein's mediated learning approach,this study explores the effects of mediated interaction on L2 Chinese learners’learning potential and how the development of learning potential influences learners’oral proficiency within the experimental paradigm of“pretest-interaction-posttest”.The results reveal that mediated interaction can effectively promote the development of learners’learning potential,which is reflected in the overall upward trend of learners’mediated scores,while learners’learning potential can predict and promote learners’oral proficiency.In the posttest,the oral expression of the high-learning-potential group is significantly better than that of the low-learning-potential group.The further analysis of the development trend of the mediated scores shows that the learners’progress of the high-learning-potential group is both faster and larger than the low-learning-potential group.