非英语专业大学生读后续写和视听续写中协同效应对比个案研究

A Comparative Case Study of Alignment Effects in Text-Based Continuation Tasks and Video-Based Continuation Tasks by Non-English Majors

本研究使用混合研究方法,对东北某大学非英语专业四名学生进行了为期16周的跟踪研究,以探索读后续写和视听续写对词汇协同、短语协同和句子协同的影响。研究结果显示,从整体上看,词汇、短语和句子这三个层面在读后续写和视听续写中都存在协同,然而协同程度有所不同。在词汇和短语层面,读后续写中的协同程度比视听续写更强,且差异显著;在句子层面,读后续写和视听续写中的协同程度无显著差异。从个体来看,四名学生在读后续写和视听续写中词汇、短语和句子层面的协同程度不尽相同。访谈结果显示,学生在读后续写中可以学到更多的词语和句型;在视听续写中,受视频画面影响,学生倾向使用更多的形容词和动词等描述性短语。因此,外语教师可以根据教学目标,选择不同的续写任务来训练学生对语言的使用。

Applying a mixed-methods approach,the study investigated the overall characteristics of linguistic alignment in text-based continuation tasks and video-based continuation tasks finished by four participants,the individual characteristics of linguistic alignment in textbased continuation tasks,and video-based continuation tasks,and how text input and video input affected linguistic alignment.Alignment effects in text-based continuation tasks and video-based continuation tasks were evaluated from the perspectives of lexical alignment,phrasal alignment,and sentential alignment.The participants were four non-English major sophomores from a university in the north-eastern part of China.They were J,Y,W,and L.During the 16-week longitudinal study,the two classes were alternately required to complete stories with different modes of input.One class accomplished the continuation task by watching the video while the other class finished the same task by reading the text.Each class completed four continuation tasks with different topics including two textbased continuation tasks and two video-based continuation tasks.The participants were voluntary to take part in the study and were informed of the purpose of the current research.After finishing each task,their writings were put into the computer to build corpora,and the researchers interviewed them respectively.The results showed that:(1)There existed alignment both with the source texts and source videos in the story continuation tasks,and alignment effects were proved from the three levels of linguistic alignment,including lexical alignment,phrasal alignment,and sentential alignment,but to different degrees.(2)Atboth the lexical level and phrasal level,the alignment in text-based continuation tasks was stronger than that in video-based continuation tasks,and there was a significant difference in the alignment between text-based continuation tasks and video-based continuation tasks.In terms of the alignment at the sentential level,there was no significant difference between text-based continuation tasks and video-based continuation tasks.(3)According to the interviews,the participants learned more phrases and sentence patterns in the text-based continuation tasks while in the video-based continuation tasks,they tended to align more descriptive expressions like verbal and adjectival phrases,etc.,indicating that both the texts and videos could be used as stimuli to better writing.Texts facilitated the learners with a better choice of keywords and complex sentence patterns and helped them use words with correct forms as well.Videos provided them with vivid pictures and sound,thereby stimulating the students’magination and making them align more descriptive words.Theoretically,the current study offered a new perspective for research on continuation tasks and provided more empirical evidence for the study of alignment effect in writing.Pedagogically,in EFL teaching teachers could choose a variety of sources for continuation tasks to improve students’use of language based on different teaching objectives.In this way could students produce more idiomatic English for the purpose of communication.