二语写作反馈过程中超语作为中介调节工具的研究

Translanguaging as a Mediational Tool in the Process of Feedback in Second Language Writing

越来越多的研究关注二语课堂的教学超语如何培养学生的写作能力。然而,有关超语在二语写作中教师和学生反馈的作用的研究仍然很少。本研究采用社会文化理论,旨在探讨二语写作辅导中的超语实践在反馈过程中,尤其是在写作后阶段,如何对学习起到中介调节作用。数据收集来自华中某大学七名学生和一名助教在为期十六周的写作辅导中的课堂观察和写作文本,通过主题分析法和微观发生法进行数据分析。研究发现,助教和学生共同努力构建知识,扩展多语言知识库,超语策略促进了师生对话过程中的反馈。在二语写作辅导中,超语的中介调节作用可以提供机会,加强内容学习,鼓励学习者参与,构建理解能力,并给予情感关怀。研究结果为二语写作教学提供启示,超语作为一种中介工具,促使以英语为主要媒介的课程去殖民化,并通过支持语言和文化多样性的学生的公平教育,提高教师对公平教育环境的认知。

A growing number of studies have focused on pedagogical translanguaging,helping to develop students’writing competence in second language(L2)classrooms.However,the role of translanguaging in the feedback from both teacher and students in L2 writing remains scant.Adopting a sociocultural approach,this study aims to investigate how translanguaging practices in L2 writing tutorials can mediate learning in the process of feedback,especially in the post-writing stage.Data were collected from classroom observations and writing assignments,with seven students and one tutor in 16-week writing tutorials at a university in Central China.Data were analyzed through thematic analysis and microgenetic analysis.Results show that teachers and students work together to construct knowledge and expand the multilingual repertoire and that translanguaging strategies promote feedback in the dialogic process.The mediating role of translanguaging in L2 writing tutorials can offer opportunities to enhance content learning,encourage learner participation,establish comprehension and provide pastoral care.The findings also shed light on L2 writing pedagogy that translanguaging as a mediational tool can decolonize curricula that are primarily English-medium and promote awareness of teachers in an equitable educational environment,by supporting equity for culturally and linguistically diverse students.