郑珺

• 1:福建师范大学
• 2:厦门理工学院

摘要(Abstract)：

受文秋芳的"输出驱动假设"理论启示,从社会文化理论视角出发,开展为期16周对比实验,并通过对学生录像转写的文本、问卷调查和访谈的数据收集,探究同辈支架对学生英语口语能力的作用。研究发现:同辈支架有助于高校学生英语口语水平的提高;同伴支架的作用主要体现在按个人优势分配任务、共享观点和资源、技术支持、提供反馈、在回答问题时,互助合作和提供情感支持等六个方面,对二语教育具有重要的教学和理论意义。

关键词(KeyWords)： 语言输出;社会文化理论;同伴支架;二语协作口语任务

Abstract:

Keywords:

基金项目(Foundation): 福建省教育厅A类项目(JA135578)

作者(Author): 郑珺

DOI: 10.16393/j.cnki.37-1436/z.2020.01.019

参考文献(References)：

• [1]贾光茂，方宗祥．激活最近发展区:大学英语课堂交际活动中教师及同伴支架作用研究[J]．西安外国语大学学报，2009(3):84-87.
• [2]李丹丽．支架在同伴互动过程中对二语目标语学习的影响[J]．中国应用语言学(英语版)，2012(4):107-126.
• [3]李淑静．Scaffolding in adult ESL classrooms[J]．中国外语，2005(6)24-30.
• [4]文秋芳．输出驱动假设”与英语专业技能课程改革[J]．外语界，2008(2):2-9.
• [5]徐锦芬．二语/外语课堂中的同伴互动探析[J]．当代外语，2014(10):31-36.
• [6]章木林，宋红波．合作学习模式对学习者积极互赖与英语自主学习能力的影响[J]．当代外语研究，2015(11):44-49.
• [7]Anton M. Dicamilla F J. Socio-cognitive functions of L1 collaborative interaction in the L2 classroom[J]. The Modern Language Journal,1999(2):233-247.
• [8]Barnard R. Peer tutoring in the primary classroom:A socio-cultural interpretation of classroom interaction[J]. New Zealand Journal of Educational Studies,2002(1):57-72.
• [9]Barnard R. Campbell L. Sociocultural theory and the teaching for process writing:The scaffolding of learning in a university context[J]. The TESOLANZ Journal,2005(13):76-88.
• [10]Carminchael-Wong S. Vine E W. Peer-scaffolding or collaborative problem-solving:A data-based study of three learners’experience[J]. New Zealand Studies in Applied Linguistics,2004(2):39-60.
• [11]De Guerrero M C M. Villamil,O. S. Activating the ZPD:Mutual scaffolding in L2 peer revision[J]. The Modern Language Journal,2000(1):51-68.
• [12]Machey A. Input,Interaction,and Corrective Feedback in L2 Learning[M]. Moford:Oxford University Press,1994.
• [13]Mc Donough K. Learner-learner interaction during pair and small group activities in a Thai ESL context[J]. System,2004(2):207-224.
• [14]Nassaji H,Cumming A. What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals[J]. Language Teaching Research,2000(2):95-121.
• [15]Shehadeh A. Effects and student perceptions of collaborative writing in L2[J]. Journal of Second Language Writing,2011(20):285-305.
• [16]Stone C A. What is missing in the metaphor of scaffolding?[C]. Oxford:Oxford University Press,1993.
• [17]Storch N. Patterns of interaction in L2 pair work[J].Language Learning,2002(1):119-158.
• [18]Storch N. Investigating the merits of pair work on a text editing task in ESL classes[J]. Language Teaching Research,2007(2):143-159.
• [19]Walqui A. Scaffolding instruction for English language learners:A conceptual framework[J]. The International Journal of Bilingual Education and Bilingualism,2006(2):159-180.
• [20]Wood D,Bruner J S,Ross G. The role of tutoring in problem solving[J]. Journal of Child Psychology and Psychiatry,1976(7):89-100.