强化“互动协同”对英语读后续写输出效果的影响研究

A Study on the Effect of Strengthening“Interactive Alignment”on the Output of English Continuous Writing after Reading

英语读后续写的促学效应已被诸多实证研究验证,但其产生的互动协同效应弱于对话中的“续”,减弱了语言学习效果。本研究以高一学生为对象,在人本互动的基础上增加人际互动,探究强化“互动协同”对英语读后续写输出效果的影响。研究发现:(1)在生本互动中进行思维导图制作,可以确保学生内容创造有依据;(2)在师生互动中充分理解前文,赏析原文语言,可为学生搭建语言(篇章、句式、词汇)支架,使其模仿有样板;(3)在生生互动中小组讨论话题词汇,促进不同水平学习者之间的语言协同,激发使用语言的意愿,使其拉平有标杆,进而提高读后续写的输出效果。

The effect of reading on continuous writing has been verified by many empirical studies,but the interactive alignment effect of it is weaker than that of dialogue,which weakens the effect of language learning.In this study,the students in the first grade of a senior high school were selected as subjects,and interpersonal interaction was added on the basis of human-text interaction to explore the influence of strengthening“interactive alignment”on the output of English continuous writing.The research findings are as follows:1)Drawing mind maps in student-text interaction can ensure that students’content creation is evidence-based.2)Fully understanding the preceding text and appreciating the original language in the teacher-student interaction can build the scaffold of language(text,sentence pattern,vocabulary)for students and make them imitate the model.3)Discussing topic vocabulary in groups in the student-student interaction promotes the language alignment between learners at different levels,stimulates the willingness to use the language,makes it level with a clear benchmark,and then improves the output effect of continuous writing.