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目前二语习得研究中的焦点问题之一是关于重意义与重形式相结合的研究。两者的结合可以在重意义的教学过程中通过偶发式形式聚焦体现出来。本文对两种互动形式(师—生和生—生)中偶发式形式聚焦的类型、反馈类型以及即时理解三个方面进行了对比研究。研究结果表明:在两种互动形式中,偶发式形式聚焦的类型存在显著性差异,在师—生互动过程中,教师发出了更多的反应式重形式,而学生引发的先占式重形式在生—生互动中要比在师—生互动中更多;在两种互动形式中,使用提供解决方法与寻求解决方法这两种反馈类型之间没有显著差异;在两种互动形式中,即时理解的形式存在着一定的差异,但是在成功理解方面,没有显著差异。本研究结果证明了偶发式形式聚焦在两种互动形式中都会经常发生,而且学生可以像教师一样用目标语言回应其他学生的错误,并为接受目标语言创造机会,达到立即解决语言难题从而达到第二语言学习的目的。
At present, one of the most important problems in the study of second language acquisition is the research on the combination of heavy meaning and heavy form. The combination of the two can be focused on in a repetitive manner in the process of meaning teaching. This article compares the two types of interactive forms (teacher-student and student-student), the type of incidental focus, the type of feedback, and the instant understanding. The results show that there is a significant difference in the types of incidental forms of focusing on the two forms of interaction, and in the process of teacher-student interaction, teachers give more reactive forms, while students’ There was no significant difference between student-student interaction than teacher-student interaction; between the two types of interaction, there was no significant difference between using two types of feedback, providing solutions and seeking solutions; in both forms of interaction, There are some differences in the form of understanding, but there is no significant difference in successful understanding. The results of this study demonstrate that incidental forms of focus often occur in both forms of interaction and that students can respond to other students’ errors in the target language in the same way as teachers, and create opportunities for accepting the target language to immediately resolve language problems to achieve Second language learning purposes.