网络交际情境下英语学习者话题管理能力发展和影响因素

English Learners’ Development and Influential Factors of Topic Management Competence in Online Communication

本研究从二语语用视角出发,收集英语学习者基于学科内容的在线语音讨论语料以及反思日志,从话题开启、话题发展和话题结束三个维度,分析学习者话题管理能力的发展特征和影响因素。研究发现,学习者在六周讨论任务过程中大体呈现从关注自我到关注与他人构建主体间性的过渡。具体来说:在话题开启上,学习者的发展路径出现了从直奔主题到通过“提问-回答”等前扩展进行话题铺垫的改变;在话题发展上,学习者经历了从脚本式话题发展向互动式话题发展的转变;在话题结束上,学习者出现了从单一致谢作为前扩展向带有总结或确认等复合式前扩展的发展路径。研究还发现,影响网络交际中话题管理能力发展的因素主要包括语言水平、网络情境、话题难易度和学习者性格。最后,本文就如何针对网络交际中的互动能力进行语用教学展开了讨论。

Drawing upon the perspective of L2 pragmatics and using data from online voice-based content knowledge interactions and student reflective journals,this study examines development features and influential factors of topic management competence of English learners,with a focus on three dimensions,i.e.,topic initiation,topic development and topic closure.Results show a general shift in learners from self-attentiveness to achieving intersubjectivity during the six-week discussion tasks.Specific findings are as follows:in the task opening phase,while the learners show immediate orientation to the task topic early on,a question-response sequence is found over time for some learners,which constitutes preliminaries before launching the topical talk;in the topic development phase,some learners are found to develop topic-as-action from topic-as-script;in the topic closure phase,single appreciation pre-closings are further prefaced over time by a summary or a confirmation check sequence.The study also finds that the development of topic management competence in online interactions is influenced by language proficiency level,online communication mode,topic difficulty level and learners’ personality.Finally,the paper discusses how to teach L2 interaction in online communication.