摘要
本文旨在研究60名母语不同的英语学习者在信息技术支持的跨国联合英语课堂(Live On Joint Session)中交互时的意义协商,探索计算机辅助交流是否能促进中国大学生在意义协商时"注意"并习得目标词汇。60名学生协作完成双向信息差拼图任务(Jigsaw task)、同话题讨论及自由话题交流等三项任务。研究结果显示,意义协商多发生在母语不同的学生间,中国大学生在三项学习任务中使用明显不同的意义协商策略,其中拼图任务激发的意义协商量最多。在拼图任务中,中国大学生完成含目标词的词汇前测、后测及延后测,结果表明,后测与前测、延后测与前测均有显著差异。研究结果说明,在基于网络的跨国合作教学模式下,不同母语的英语学习者在跨文化实时计算机辅助交流时有更多意义协商发生,拼图任务较指定话题及自由话题讨论更易引发网络环境下的意义协商,且有效促进中国大学生注意并习得目标词汇。
The study investigated negotiation of meaning（ Nf M） among 31 Tertiary Chinese students and 29 English learners of a different native language in a cross-cultural synchronous computer-mediated communication（ SCMC） environment to verify if SCMC can help Chinese students notice and acquire target vocabulary. The 60 subjects in 15 groups worked collaboratively on a jigsaw task,a set-topic discussion task and a free topic discussion task. The results reveal that Nf M occur more frequently among English learners with a different native language. The test substantiates that Chinese students use statistically significant different negotiation strategies across the three tasks,with the highest incidence of Nf M in the jigsaw task,in which,a pre-test,immediate post-test,and a one-week postponed test of 10 target vocabulary were conducted. Significant difference exists between pre-test and post-test,and pre-test and one week delayed post test. The investigation indicates that cross-cultural SCMC setting can promote more incidence of Nf M among non-native English speakers with different L1 in jigsaw tasks,and it successfully draws learners＇ attention on target vocabulary and facilitates L2 lexical acquisition.
出处
《外语电化教学》
CSSCI
北大核心
2015年第2期10-16,共7页
Technology Enhanced Foreign Language Education
关键词
实时计算机辅助交流
意义协商
跨文化合作教学
二语词汇习得
Synchronous Computer Mediated Communication（SCMC）
Negotiation of Meaning（Nf M）
Cross-cultural Joint Class
L2 Lexical Acquisition
作者简介
冯金金：女，博士生，讲师。研究方向：计算机辅助英语教学、二语习得。
陈永捷：男，教授。研究方向：二语习得。教学法。
申瑞民：男：教授。研究方向：多媒体网络协同工作。
中野美知子：女，教授。研究方向：跨文化远程教育、语言学。
